Interactive user interfaces for electronic textbook implementations

ABSTRACT

An interactive graphical user interface for navigating an electronic textbook includes nodes and connectors connecting the nodes. The nodes may correspond to items of educational content, and the connectors may correspond to a plurality of paths through the nodes. As a user navigates through the electronic textbook, the user may be presented with a custom map of the electronic textbook. A path of traversal may be permanently stored.

CROSS-REFERENCE

This application is a continuation of U.S. application Ser. No.16/181,941, filed Nov. 6, 2018, which is a continuation-in-part of U.S.application Ser. No. 16/055,415, filed Aug. 6, 2018, which is acontinuation of U.S. application Ser. No. 14/688,211, filed Apr. 16,2015, which is continuation-in-part of U.S. application Ser. No.14/020,748, filed Sep. 6, 2013, each of which applications is entirelyincorporated herein by reference for all purposes.

FIELD OF THE INVENTION

Preferred embodiments of the invention are directed towards electronictextbooks and other collections of useful information. In particular,preferred embodiments of the invention are directed towards creation anduse of such collections of useful information, by permitting interestedparties to traverse and annotate collections of useful information, andrecording the traversals and annotations for the benefit of otherinterested parties. Other preferred embodiments of the invention aredirected towards aiding a creator's thought process when developing andcommunicating useful collections of information. One purpose of theinvention is to aid productive thought by facilitating more accurateunderstanding and more effective communication.

Various embodiments are directed to a Creative Development Environment(CDE), a corresponding Creative Presentation Environment (CPE), and Aidsto Productive Thought (APT) that can be implemented in various suitableelectronic environments.

BACKGROUND

Limitations of Traditional Printed Books: In today's modern world, thereis a vast ocean of information available on subjects of interest tousers. This information is difficult to collect, organize, and presentin a manner that is both focused and flexible. For example, publishing acollection of information in a book allows the book's author to presenta focused presentation of the material in an order defined by the pagesof the book. However, a book is not flexible. There is only one linearpath through the book from start to finish, and that order is defined bythe book's author and not customizable or adaptable by the user (e.g.reader). Furthermore, if a user wishes to explore content outside of thebook there is no easy way for the user to identify relevant additionalcontent to explore and to access and review additional content with anylevel of detail. This is particularly challenging where the user wishesto explore additional content that was created after the book waswritten. Even if the user can use outside resources to access additionalcontent after the book is published, the user has no easy way to recordthe additional content for later consideration, either by her/himself orby others.

Limitations of the Web: Alternatively, information may be published as acollection of separate pages containing links from one page to another,such as Internet web pages. Information published in this manner is muchmore flexible, as a user can navigate through the information followingthe links between the pages. Also, web content is frequently updated soadditional content created after the initial publishing of the webpageis made available to users. However, there is little organization to webcontent. It is difficult for a user to locate useful related content ifthat content is not directly linked to or from the page the user isreading.

Limitations of Usual Web Browsing Methods: It is also difficult if notimpossible for the user to gain the benefit of the experiences of otherswho have navigated through the same collection of information. At best,the user is presented with a page having links to other pages, but theuser has no understanding of how other users have navigated throughthose links, why a particular user selected a particular link or path,or what path a particular user chose to follow through a collection ofinformation.

It is also difficult for the user to make a record of the user's ownnavigation through the content, to present a record of the user'snavigation to others, and for users to provide additional content andlink that content to the visited content. Users are not generallypermitted to modify the content of web pages to add additional links.While users can create their own pages and provide links to the visitedcontent, such links are only associated with the user's own page, andare not accessible from the visited content. Consequently, although agroup of web pages might well represent a useful collection ofinformation, it is difficult for users of the web to individually orcollectively shape such a collection into a coherent whole.

Limitations of Printed Textbooks: Textbooks are important mechanisms forconveying information and learning new information. Students often makenotes while reading textbooks to help them recall or process newinformation. Notes have traditionally been taken on paper—sometimes onthe pages of the textbook, sometimes on other sheets of paper. Eachapproach has its own merits and demerits. A traditional textbook cannotoffer a multi-faceted note-taking system in which notes are directlyassociated with specific locations in the text, and yet alsoindependently accessible and sharable.

Traditional textbooks present material in linear format that isconstricted to the outline of the content, this can make interactingwith the content difficult. For example, to search a print textbook theuser must start by looking at the indexed items to determine the sectionthey need to examine to find the content they are searching for, andthis is sometimes awkward and time consuming. As a result, the abilityof the users to review previously read material from the textbook mayrequire reliance on the table of content, outlines they have generated,notes they have made in the textbook and memory. When using a textbookfor a course, a reader who wishes to look ahead at new material may nothave notes or other resources and thus must solely rely on the genericindex, table of contents, or outline provided by the textbook. Printedtextbooks rely on the linear presentation of material, as set forth inthe table of contents, in the outline, index, and progression of thetext, and generally have difficulty presenting multiple parallel themesor discussing the interacting effects of multiple factors or aspectspresented within the textbook. The linear structure of both outline andmaterial helps to maintain a single progression that aids a reader'smemory, but the linear structure does not have the flexibility toaccommodate the needs of all students by fostering understanding, andtherefore the rigid structure of printed textbooks can detract from areader's understanding by de-emphasizing interrelationships amongtopics.

A printed textbook offers limited capabilities for students, teachersand others to share information. The student usually reads the textbookindependently, and there is no way for the teacher, fellow students,parents or mentors to supplement the student's reading experienceeffectively with timely and focused encouragement, elaboration,supplementary exposition, cautions (mistakes to avoid) or emphasis(things to focus on).

Thus there is a need to embed annotations and overlays into a digitaltextbook format that permits note-taking, handles richer non-linearoutlines, supports multiple themes or traversals through the content,and facilitates more efficient contextual search. A digital textbookformat of this type opens up the content to include and support sharablecontributions by the student, the teacher, parents and others.

Limitations of Printed K-12 Textbooks: Printed textbooks must bedesigned for a “typical student”, and cannot cater to the diverse needsof a varied student body. Since it is ordinarily not practical forstudents in the same class to use different textbooks, textbooks aredesigned for the “typical student” and classroom education focuses onthat hypothetical “typical student”. When major distinctions exist amongstudents who might otherwise be together in a class, the practicablesolutions may be clumsy and costly, and often involve offering differentclasses with different textbooks, such as special education withremedial textbooks, college-oriented classes with advanced textbooks,and special classes for students who speak a foreign language at home.

Diverse students would surely benefit from diverse materials that couldaccommodate each student's individual needs; however, there is currentlyno practical way to assemble diverse material into a single book.Assembling varied course content into a single printed textbook designedto accommodate the needs of a diverse student body would cause printingcosts to go up and make books heavier, and redundant content presentedin a restricted format or linear outline could confuse students andteachers. Furthermore, the rigid format of a traditional textbook forcesa separation between teaching and testing, and prevents the textbookfrom assisting the teacher in administering a personalized exam toreflect a student's unique status. Flexible service for diverse studentsat a high level requires the embedding, layering, and presentation ofcontent disclosed by the present application. Our education system showsclear signs of stress as a result of the inability to meet the diverseneeds of an international student body with materials that are wellsuited for each individual student's needs. For example, specializedschools, often in urban areas, have found success providing advancededucation for a premium cost, indicating that generally availableeducation in school systems and the school systems in rural areas lackthe facilities to provide advanced education and thus are not able toprovide advanced or gifted students with the same universalopportunities. Current educational systems also do not do well educatingstudents who have challenges with standard textbooks due to dyslexia ordyscalculia, and yet possess ordinary or even superior intelligence.Such students may, for example, be able to understand the meaning andfunction of language and mathematics just as well as typical students,but do not readily comprehend symbolic representations in letters andnumbers. They might learn much more through teaching methods thatemphasize intuitive knowledge of the use of language and mathematics,and allow the student to recognize meanings that are implicit throughthe student's experience rather than by rote learning. Teachingsoriented toward meaningful understanding might also be usefulsupplements for all students, but they cannot now be readily assimilatedinto standard textbooks in large part because of the format andstructure of linear written methods for conveying information.

The root of the difficulties with current learning environments lies inthe limitations of the printed, one-book-suits-all textbook. There is aneed for a new form of textbook that offers each student a personalizedlearning opportunity through systems and interfaces that are designed tobe adapted and custom tailored to the educational needs, learning stylesand preferences of the individual student. Diverse student learningexperiences arising from such a multi-functional textbook could causeconfusion in the classroom—both between students and teachers and amongstudents—so it will be important for the new form of textbook to be ableto pass on student experiences and comments from student to teacher andprovide a framework for students to share their experiences with oneanother. Providing electronic mechanisms for acquiring and sharingcontent and experiences between students and teachers is also importantbecause students that have grown up using modern technology may also bemore accustomed to engaging by sharing and interacting with each otheras a means of contextualizing and understanding content. The preferenceof some students may be two-way interaction as a means of learning asopposed to single direction absorption of information from a standardtextbook.

Thus, there is a need for a new way to organize collections ofinformation such as electronic textbooks, in a manner which permitstextbook authors or users to define different paths through theinformation, and which retains these paths, and information about thesepaths, allowing them to be made available for the benefit of otherusers.

Color-blindness is another limitation that is not always addressed bystandard textbooks. The colors used in diagrams and figures in printedbooks are designed for the student with typical vision, and cannot bereadily personalized for each color-blind student to a palette that bestconveys information to the student's visual sensitivity. Thus, there isalso a need for a new form of textbook that can morph the color palettein its diagrams to respond to the requirements of a color-blind student,which could thereby also be responsive to the personal color preferencesof all students.

Beyond these evident limitations, a wider issue that impacts everystudent, because students are all different and it is not clear thatevery student should be forced onto a single path by a “typical student”text. Students can potentially learn to understand the subject matterbetter while also learning more about themselves and how they learn, butthis potential can only be realized when students are able to chooseamong various modes of learning and optional supplements, whilereceiving the guidance that they need from the textbook to make informedchoices. Thus there is a need to develop an electronic textbook thatprovides these capabilities.

Limitations of Printed College & Post-Graduate Textbooks: In addition tothe above limitations, printed textbooks in higher education present aplethora of problems including: exorbitant cost and obsolescence,inefficient presentation of complex knowledge in appropriate depth,absence of linking up of content with other sources of information,difficulty fitting content efficiently into a wider curriculum, andstudent challenges with carrying knowledge forward after graduation.

Cost and Obsolescence: The high cost of printed textbooks for highereducation merits attention, it was estimated at $1,200 for the 2012-2013academic year for College education in the United States. The high paceof obsolescence in textbooks forces down the value of used textbooks,thereby increasing the cost of ownership for students who reselltextbooks. These statistics call into question the lasting value ofbooks students purchase for their personal libraries. The lag time thatoften postpones publication until well after the author completes workis another concern in a setting of rapid obsolescence. It makes sense toshift to an alternative method of providing textbooks that hastenspublication, reduces production costs and permits regular,fully-functional updates to existing textbooks.

Presenting Complex Knowledge in Depth: Current educational methods thatrely on printed textbooks, which lack adaptive capabilities and cannotbe coordinated with the web, cannot keep up with the decentralizedglobal research enterprise and the proliferation of shared knowledge onthe web. Linear outline and linear page sequence are the jointorganizing principles of a printed book, so current traditionaltextbooks are incapable of keeping up with new information. A book canalso offer one or more separate lists of specialized items like figuresor exercises to supplement the outline; however, there is no systematicmeans for rendering relationships between topics that cut acrossdifferent segments of the outline. Nor is there a good way ofhighlighting the collective importance of relationships or themes thatspread across different segments. Nor is there any good way ofnavigating through the book to see only those sections that deal with asingle theme in the proper order. The tools in printed textbooks thatare presently available to present complex material and promoteunderstanding of complex matters are essentially limited to interpolatedcomments and diagrams, themselves trapped in the linear sequence of thebook and visible only at that one point. Thus, there is a clear need foran electronic textbook that is built around the concept of a fullygeneral non-linear outline that can make arbitrary relationships visibleand present distinct traversal paths for each of the diverse themespresented in the book. There is also a need for an overlay system in theelectronic textbook that allows faculty and students to add and sharecomments at any point in the book and generate full traversal pathsthrough the book.

Curricula Involving Multiple Textbooks: Inefficient cross-referencingbetween textbooks is a major drain on a student's energy andunderstanding in higher education. Everything would be much easier forstudents and faculty if textbooks could cross-refer effortlessly, andeffectively interoperate. For example, most students in higher educationregularly take courses in different but closely related disciplines,often for the purpose of assimilating interrelated knowledge, methods,and perspectives. Consequently, many individual courses need more thanone textbook to fully cover the material presented. At present, there isno way for printed textbooks to interact in a single curriculum, nor isthere a way for faculty to effectively offer detailed traversal pathsthat could substitute or augment direct for in-person interaction. Thus,there is a need for electronic textbooks that can be integrated in acommon configuration, offering the student traversal guides that lead tomastery of joint or related content.

Linking to References: When reading a printed textbook, access toreferences is at best cumbersome. Nonetheless, it seems clear that oneof the greatest potential values of a modern higher education textbookwould stem from its usefulness as a superior access point to a vast andburgeoning body of literature. The service of providing access to a vastchanging and constantly growing body of literature cannot be providedwithout offering the student direct access to cited references.Providing access to a vast and changing, constantly growing body ofliterature will only be practicable when the textbook can be kept up todate at reasonable cost while continuing to offer direct and immediateaccess to current references.

“Direct Access” to broader content can be implemented in different ways,for example: access can be provided to the document as a whole, directaccess can be provided from within the referring point to the pointwhere the specific cited passage resides, or access can be provided byadding optional capability of temporary transit from the original pointof reference to a native presence at the remote website that serves thereference, with the option of direct return at any time to the point ofdeparture. Thus, there is a need for an electronic textbook that caneffectuate such access. Once electronic textbooks have this capability,service providing websites will step up to provide these varying degreesof access, allowing linking to a specific passage and optional nativeaccess when appropriate.

Fitting Efficiently into a Wider Curriculum: The educational stylesnormally supported by a collection of linear printed textbooks do notaccord well with the comprehensive perspective required for mastery of acurriculum by students and faculty. Although it is well known that manystudents benefit from both reading and hearing complex material, thehigher education teacher is often required to devote lecture time toclarifying issues with the textbook readings, filling in gaps incontent, updating obsolete passages, and explaining other passages ingreater depth. This is an awkward and inefficient approach that is notfully satisfying for teacher or student, consumes valuable lecture timeand can create a sense of tension between lecture and textbook. In thischanging world adequate textbooks do not always exist, and when theteacher develops supplementary readings to fill the gaps or extendavailable coverage, it is often difficult to coordinate the new materialwith the existing curriculum. Thus, there is a need for electronictextbooks that are presented within the setting of an overlay or dynamicuser interface that reflects the teacher's pedagogical requirements,allowing the faculty member to insert comments of all types, point outrelationships, change the order of presentation, insert new material,and sometimes override elements of the material entirely.

Departmental faculty may work together to craft a consistent curriculumthat integrates diverse textbooks and fills in the gaps, but there maybe no efficient way to embody their efforts at the required level ofdetail in a form of documentation that can stand the test of time andconform and adapt to changes to the material or to the universitycurriculum and course catalog. Thus, there is a need for a generalsystem that can serve as an umbrella structure, providing and engagingwith multiple sources of content such as two or more electronictextbooks and guiding students through a curriculum that extends acrossthem; such a structure would support the assimilation of supplementarymaterials provided by the faculty and preserve superior teachingmaterials at the detail level in a lasting and dynamic format. In such ageneral system, an overarching curriculum can be readily extended beyondthe setting of a single course to cover an entire program.

Difficulties With Carrying Knowledge Forward: Institutions of highereducation are natural places for energy to be invested in organizing andintegrating knowledge, and it makes sense for them to build upon theseefforts to provide lifelong educational services for their graduates.However, at present no efficient framework exists for the ongoingefforts of faculties in updating and expanding their knowledge base andcurricula to be usefully disseminated to their graduates. The naturalapproach is a “living curriculum” in the form of overlay andsupplementary material provided by the faculty that organizes andpresents the information in electronic textbooks that is being regularlyupdated. A setting and system of this kind for presenting and curatinginformation could also shelter and support ongoing communications byfaculty sharing knowledge learned through their own experience tostudents and graduates in a relevant way. It would be quite possible foracademic efforts of this kind, building upon electronic textbooks astheir springboard, to become the foremost guides to professionalinformation on the web. Thus, there is a need for an effective overlaysystem that integrates well with electronic textbooks and allows thefruits of ongoing collective faculty curriculum efforts to be sharedwith graduates as well as current students and regularly updated in acost-effective way.

Urgent Need: These challenges are intensifying. As society grows morecomplex and the pace of social change continues to accelerate, the gapbetween course content and application is widening. As more and moreresources are freely available on the web and search providers becomeincreasingly effective, the value added by an academic program is likelyto diminish unless the program can integrate the web as a resourceincluded within its more structured and formal offerings. As knowledgedeepens, increasing specialization requires a proliferation of classes,which in turn leads to smaller class sizes and higher costs per student.There is a compelling need for new educational tools built aroundelectronic textbooks and overlays that can empower educators to offerefficiently the benefits of their understanding to their students incoursework as well as after graduation.

Need for New Methods and New Insights: Similar to language, visualrepresentation is a longstanding human skill. The two skills arecomplementary and have different strengths. For example, visualrepresentation of content can be processed more quickly than languagebased content. There is a need to coordinate language with map anddiagram at a high level through computer displays based on innovativesoftware. There is a need for techniques like the non-linear outline inthe form of an overlay that blend language with visual representation.

Facing burgeoning complexity there is a need for tools and systems thatare adapted away from the rigid linear form of a printed book, which isrooted in the ancient traditions of memorization and subsequentrecitation of spoken words. The structure of linear systems supportslinear thought, which has limitations. By contrast, visual analysistakes us almost effortlessly to the big picture. There is a need fortechniques that overlay two or more alternative organizations of thesame constructs (e.g. interpretations, systems of logic, causalstructures, visual renderings, etc.) that allow the visual field toassist in clarifying complex meanings.

Verbal analysis and visual analysis are two distinct mentalcapabilities. Current information tools such as textbooks predominantlyrely on verbal analysis, thus limiting the student's ability to adapt totheir personal preferences, and failing to support the ability to teachstudents to bring verbal and visual analysis together and apply them inbalance in the learning process. There is a need for techniques like the“dwordle” exercise, “visual logic” and drawing with meanings” that canhelp the student to learn how to coordinate visual and verbalcapabilities in productive thought. As access to knowledge andinformation deepens and extends, students face increasing complexity.There is a need for systematic tools that allow students, readers, andauthors to bring the highest qualities of verbal and visual analysis tobear using tools like the closely-coupled “display field” and “tabulargrid”, which represent complex material in both visual and verbal forms,and permit us to move at will between the two, seamlessly andspontaneously.

Knowledge is important in modern societies, not least because of thegreat complexity of the world. With the growing body of knowledge anddata, there is a need for tools that help individuals (students,faculty, authors, readers, users etc.) to cope with complexity and keepup with the pace of change.

New knowledge takes shape within the setting of existing knowledge. Whena user's (e.g. student, faculty, author, reader, etc.) creative thoughtsand new ideas are emerging, it can be difficult for the user to sustainthe creative process at a high level because the flux of potential ideasthat cannot be retained in memory. Existing knowledge, which has beenheld in memory of the past can be questioned and disrupted during thecreative process. Unfolding ideas, which are often tentative andunstructured, may not yet be fixed in memory and indeed should not befixed for them to be subject to change. Potential ideas that have notyet been articulated are the aim of the creative process, but thosepotential ideas have not yet taken shape in conscious thought.Disruption of existing knowledge, ever-changing configurations ofworking ideas, and elusiveness of potential ideas, are all hallmarks ofthe creative process. Mental energy can be wasted in confusion andcreative opportunities can be missed.

Confusion itself is not the problem, because confusion can be a fertilestate in which new knowledge readily comes forth. The primary concern islosing touch with valuable ideas, losing track of creative progress, andending the creative session without making any progress. In an effort toprotect oneself from this, a mental effort may be made to hold on toone's working ideas and tie them back to existing knowledge so thatnothing will be lost; unfortunately, holding on mentally in this way canstifle the natural flow of creativity, slow progress and tempt one togive up before full potential is reached. To circumvent these obstacles,all there is a need jot down notes or make drawings along the way. Whatone writes down can be preserved for later review and can be safelyreleased from memory. The act of writing something down in this context,can allow one to let go and stimulate one to launch a fresh train ofthought. Creative thought thus alternates between actively thinking, andpausing to making notes and refresh ourselves.

One's brains are the basis for a thought process. Modern educationsystems demonstrate that the brain learns from experience and is readilytrainable. Although education rewards effective thinking, the curriculumdoes not specifically focus on teaching a student how to think. Studentsdon't learn how to observe their thought process, how to thinkeffectively about thinking, or how to evaluate their habits of thoughtand enhance them so that they can think more productively. One can learnto think by solving problems, and as one matures increasingly complexproblems can be solved, but this may be accomplished without learningcreativity. Common sense suggests that if an individual thoughtfullyobserves their creative process, they can discover ways to enhance it.

INTERACTIVE USER INTERFACE: The nodes and connectors in the electronictextbook have both verbal and visual qualities. The nodes can havemeaning and texts are attached to them like titles in an outline, butthey also operate like visible objects that can be displayed in manydifferent views in corresponding positions with the positions providingcontext and conveying meaning. The user can appreciate their dualaspects of system function and display, and consequently expect them tomagically behave as they do. The intuitively straightforward behavior ofthe system and display is accomplished by calculations performed bycomputer processes and then presented via displays that project andrender the context of the content in accordance with the needs of theuser and the nature of the content. There is a good deal ofsophistication involved in the software that accomplishes this, whichoperates invisibly in the background to maintain a seamless userinterface.

SUMMARY

Provided herein is an interactive graphical user interface presented ona display for navigating an electronic textbook, comprising: a custommap including a visual representation of a plurality of layers, eachlayer comprising a plurality of graphical nodes and a plurality ofgraphical connectors therebetween, a graphical node corresponding to apage, and a graphical connector corresponding to a path between any twopages, wherein the visual representation of the plurality of layersincludes at least one graphical connector traversing between twographical nodes located in two different layers or offers theopportunity to navigate between layers; a graphical status indicator onthe custom map, wherein the graphical status indicator indicates acurrent location of a user on the custom map, the current location beinga current node; and content of a current page of the electronic textbookcorresponding to the current node, wherein each of the plurality ofgraphical nodes is selectable by the user, wherein selection of asubsequent graphical node navigates the user from the current page to asubsequent page corresponding to the subsequent graphical node.

In some embodiments, the custom map is user-specific to the user.

In some embodiments, each of the plurality of layers corresponds to adifferent difficulty level of the electronic textbook.

In some embodiments, the interactive graphical user interface furtherdisplays a visual representation of a comment layer overlaying thecustom map, the comment layer comprising one or more comments. In someembodiments, each of the one or more comments is linked to a node orconnector of the custom map. In some embodiments, each of the one ormore comments is associated with viewability permissions.

In some embodiments, the custom map further comprises a graphicalrepresentation of a path previously traversed by the user to arrive atthe current node. In some embodiments, the path is a graphical highlightof one or more nodes or one or more connectors in the path. In someembodiments, the path is permanently stored in a database. In someembodiments, the database is secured by a blockchain.

In some embodiments, the custom map further comprises a graphicalrepresentation of a recommended future path. In some embodiments, therecommended path is a graphical highlight of one or more nodes or one ormore connectors in the recommended path.

In some embodiments, the custom map is updated in real-time. In someembodiments, the custom map is updated in response to user interactionwith the interactive graphical user interface.

In some embodiments, each of the plurality of graphical nodes andplurality of graphical connectors are assigned a unique identifier.

In some embodiments, the custom map is collapsible such that the displayprimarily shows the content.

In some embodiments, a subset of the plurality of graphical nodescorresponds to problem pages containing user-interactive problems.

In some embodiments, the plurality of graphical nodes displayed in thecustom map is within viewability permissions relative to the user orrelative to the current node or relative to the layer of the currentnode.

Basic Functions

In an aspect of an embodiment of the invention, an electronic textbookis presented as a collection of items of information with multiplenavigation paths defined through the items of information.

In an aspect of an embodiment of the invention, each navigation pathcorresponds to a level of instruction, such as average, advanced orremedial.

In an aspect of an embodiment of the invention, materials frominstruction levels other than the user's assigned level are optionallyavailable to the user.

In an aspect of an embodiment of the invention, users are offered thechoice of either or both of two different styles: conceptual/factual andcookbook-solution/procedurally oriented contrasting tomeaningful/visual-tactile/understanding-oriented.

In an aspect of an embodiment of the invention, test-your-skillsexercises are offered to student users, performance is evaluated, andfeedback is given to the student.

In an aspect of an embodiment of the invention, users are offered thechoice of teaching materials in three forms: written, spoken and video.

In an aspect of an embodiment of the invention, the user's choicesconcerning level and/or style and/or spoken/written and/or performanceon test-your-skills exercises are recorded and analyzed to determinewhich personalized options should be visible to and recommended to theuser.

In an aspect of an embodiment of the invention, users are guided andpermitted to change paths while navigating through the textbook.

In an aspect of an embodiment of the invention, the user's recordedchoices and/or test-your-skills performance are made available toprivileged users such as parents, instructors, school authorities,authors and publishers in appropriate forms.

In an aspect of an embodiment of the invention, complete user pathsthrough the textbook are recorded, with comments, for presentation toprivileged users or other users.

In an aspect of an embodiment of the invention, privileged users and/orusers are permitted to add additional content to the textbook.

Functions Serving Both User and Author

In an aspect of an embodiment of the invention, users of the electronictextbook benefit from a non-linear outline interconnecting the items inthe form of an overlay in multiple layers.

In an aspect of an embodiment of the invention, the author of theelectronic textbook organizes the material for the textbook using asimilar overlay.

In an aspect of an embodiment of the invention, users of the textbookare able to access and extend the non-linear outline in either of twoformats: a display field or a spreadsheet-like tabular grid.

In an aspect of an embodiment of the invention, the author of theelectronic textbook conceives of and assembles the material for atextbook using the display field and tabular grid.

In an aspect of an embodiment of the invention, the electronic textbookuser reviews the path already traced and explores options ahead in thedisplay field.

In an aspect of an embodiment of the invention, the author of theelectronic textbook uses the same display field to design and testnavigation paths and optional choices for users.

In an aspect of an embodiment of the invention, users are permitted touse the display field and tabular grid to make personal notes on theitems in the electronic textbook and create connectors among thesenotes, for their own benefit or the benefit of others.

In an aspect of an embodiment of the invention, the author uses thedisplay field and tabular grid in the same way to create the non-linearoutline overlay that determines the navigation paths and options.

In an aspect of an embodiment of the invention, users work in thedisplay field to include diverse audio and visual media in their noteson items in the electronic textbook.

In an aspect of an embodiment of the invention, the author uses thedisplay field and tabular grid to assemble various audio and visualelements into the electronic textbook.

In an aspect of an embodiment of the invention, the electronic textbookuser employs the glossary to find the meaning of a term, and then usesthe display field to view selected highlighted instances of the termsought.

In an aspect of an embodiment of the invention, the author uses a listof terms in the tabular grid to sharpen up language and develop aglossary, and uses the display field to view selected other instances ofterms under consideration.

In an aspect of an embodiment of the invention, the user's understandingis heightened by links between items in the display field thatdemonstrate logical relationships—“visual logic”—or suggest importantassociations—“drawing with meanings”.

In an aspect of an embodiment of the invention, the author usesvisual-logic and drawing-with-meanings tools to explore complexinteractions and elicit new ideas while simultaneously developingmaterial for the electronic textbook

In an aspect of an embodiment of the invention, the electronic textbookuser adds additional items to the electronic textbook using the displayfield and tabular grid and offers these to a privileged user or theauthor for inclusion in the textbook.

In an aspect of an embodiment of the invention, the privileged user orauthor reviews the material suggested by the user, deems it worthy ofinclusion, and uses the display field and tabular grid to incorporate itinto the electronic textbook.

In an aspect of an embodiment of the invention, updates to theelectronic textbook are made available to new purchasers and existingowners of the textbook.

The present disclosure provides interactive user interfaces foreducation with several benefits and advantages.

Interactive User Interface for Education—Applications of computersystems and the web in education have not yet reached their potential.An interactive user interface can allow diverse students with differentstyles of learning to come together in a classroom or web class to studycommon topics with related materials, while learning in their diverseways and benefiting from their diversity with the support of theinterface and the teacher.

Providing Choices for Students to Make—Differing students must beoffered appropriate choices among different levels of material such asbasic, general, and advanced, and among different styles of presentationthat allow students to find the necessary balances between applicationand intellectual understanding and between symbolic and substantivedepictions.

Custom Mappings of Curriculum and Progression—The curriculum for thecourse as a whole, which may extend beyond the course proper to previousand subsequent courses in the same subject as well as to other relatedcourses and other web-accessible materials, is mapped in its entirety interms of various paths and connections among course materials in the“overlay outline”, and also described by a “dependencies andrequirements” mapping in which topics are flagged for requiredcomprehension and dependencies connect each topic to other topicsnecessary for its comprehension.

Offering the Student a Custom Mapping—The student is provided a customtopic map, which maps all previously studied pages (the path taken) andall immediately relevant possibilities for progression (the view ahead),and the interactive interface offers a local “custom map” in which thenatural continuation of the present path and other possible branches andoptional choices are visible, so that the student can receive visualrepresentations of context while taking a more active learning role andlearning more about learning.

Offering Structured Inquiry—In addition to traditional aids likeglossary, index, and search, the interactive user interface can offermodes of inquiry that take advantage of nodal structure, such assearching for individual nodes in which multiple specified items appear,or connected structure such as a set of nodes within a limitedconnection distance (for example, within the range of two connectors) inwhich multiple specified items appear; search results in the custom orcontent map, for example, can be displayed in terms of individual maplocations by local maps, or in terms of the overall outcome byhighlighting the distribution of solutions found across the range of theentire map.

Providing for Innovative Jumps—One example of structured inquiry is thesearch for logical connections, which may arise from related meanings,usages, applications or structures, and which may inspire a sense ofexcitement, enthusiasm or intense curiosity when recognized; therefore,the author or other commentators can indicate various such connectionsamong items (innovative jumps) scattered through the electronictextbook, provide within the textbook varied implementations of theseconnections such as optional choices, excursion paths, or linked pageswithin a single topic, and a user or teacher may discover such aconnection through structured inquiry and potentially add the logicalconnection as an option for others.

Offering Optional Pages and Excursions—In contrast to a traditionalprinted textbook that is limited to the sequential presentation of itscontents, a course that is offered with an interactive user interfacecan be extended and enriched in many ways. Optional pages, optionalvisits to the web, optional sequential paths through multiple pages(excursions), and specialized supplemental pages (such as “test yourskills” pages) that figure in the electronic textbook's assessment ofthe student's capabilities. can help to enrich the student's experience;the interactive user interface's custom mappings are sensitive to theconcern that options may not fit into the main thrust of the student'sprogress, and can, for example, display optional material only whenrequested or alternatively display only such optional material as mayplay a significant role in the student's understanding of coursematerial, such as certain test your skills pages and question cascades.

Extending Content—One fundamental strength of the interactive userinterface of an electronic textbook is to reach out to the prior year'scourse in the same subject for review and remedial purposes and reachout to the next year's course for advanced materials as well as whenapproaching the end of the school year, and also reach out to supportingtopics in other simultaneous courses, as for example for the benefit ofthe entire class when linking courses in math and science, or whenhelping a student to clarify a language issue by linking any othercourse to an English course.

Providing for Comments and Guidance—A student's notes on the coursematerial can be attached to the custom map at the point they refer to,and subsequently reviewed as a full history overlaid on the map or inother ways juxtaposed with their referents; the teacher, caregiver andother mentors can enter guidance for the student and other comments thatare handled in the same way; comments and guidance can be linked inconversations or other groupings; and in all cases, the visibility ofeach comment item is determined by author, so that, for example, astudent's comments may be entirely private or selectively shared withother students or shared in their entirety with a caregiver and orfriend, and a conversation between teacher and mentor can be reservedexclusively for themselves.

Learning from Mistakes and Misunderstandings—The interactive userinterface allows the electronic textbook to readily administer questionsand problems singly or in cascades in user-friendly forms within thecontexts to which they relate, provide maps that highlight indicationsof past mistakes and potentially link these together in association withcommon underlying themes, and include in the student's traversal mapsquestion pages and problem pages that were useful, as resources forfuture reference.

Providing Assistance after a Mistake or Misunderstanding—Questions andproblems may be frequently provided to help each student to sharpen andclarify understanding, and based on assessments of the answers thetextbook can evaluate a student's capabilities and potentiallyadminister additional questions or problems to provide furtherassistance.

Helping to Clear up a Misunderstanding—When a pattern of mistakespersists and/or its underlying structure is unclear, the interactiveuser interface can support cascades of questions or problems that delveincreasingly deeply as necessary in search of an underlying difficulty,and after a difficulty has been pinpointed and resolved as demonstratedin one or more correct responses, the interface can offer a secondforward cascade as appropriate that leads back through successiveapplications to the starting point, in order to confirm the assessmentand solidify the student's knowledge.

Learning Together at a Distance—When a student is unable to get to theclassroom and participating from home, or a student attends a web classwhere students are routinely separated from the teacher and each other,or when students are working on homework and cooperating orcollaborating from various sites, or when a student is taking anexamination remotely, the interactive user interface can offer usefultools in support of learning together at a distance; also tools of thesystem operating on each student device can support user recognition soas to authenticate each user and protect against interlopers, andrelated tools can offer conversions between text and speech so that eachuser can convey and also receive information in textual form or spokenform or both.

Entrainment for Interface Navigation—The interactive interface isdesigned to support entrainment, wherein the interactive interface on afollowing device is originally brought to the same condition as aleading device and subsequently entrained to continually display a copyof the lead device display, while also receiving supporting informationas well as other communications from the lead device; at any timeentrainment can be relaxed to restore the student's device to active useor entrainment can transition from one device to another so that, forexample, students can exchange the leadership role or alternate inmaking contributions to a common project.

Cooperation and Collaboration—With the support of the interactive userinterface, students can cooperate by exchanging comments while keepingin touch verbally or through visual displays, and collaborate by jointlyediting a shared document and in other ways, and students cancollaborate on class projects while relying on the recognitioncapabilities of the interactive interface to verify their separatecontributions; the same capabilities that support the attribution ofcollaborators also help to validate the work of someone who is taking anexam remotely.

Conclusion—The electronic textbook's interactive user interface is theindispensable component of the larger electronic textbook system bymeans of which the student contacts the information and ways of thinkingembodied in the textbook, the system evaluates the student's existingknowledge capabilities and conducts the student through the learningprocess, the teacher and other mentors help to direct and structure thestudent's participation in the course, and students cooperate andcollaborate while maintaining distinct responsibilities for theirseparate contributions.

Device Pairs

In various embodiments, a creative user can be encouraged to alternatebetween the formal and creative devices in a device pair. For example,working with the formal device can support clarity and accuracy andadvances toward a final product. Working with the creative device cansupport wide-ranging context and can free the user to respondspontaneously. The formal field can serve for memory and the creativefield can serve for exploration. Alternating between the two insuccessive cycles can allow knowledge to take shape gradually and extendbeyond preconceived limits. Each of the following example device pairscombines a formal Display Field oriented toward analytical clarity witha less structured Display Field oriented toward wide-ranging context;however, these example embodiments should not be construed to belimiting on the variety of embodiments that are within the scope andspirit of the present invention.

Tabular Grid and Display Field—This device pair helps a user arrangesystematically the various significant factors in a problem and theirattributes, while also creating a graphic display of key factors andrelationships among significant factors in a problem that helps a userto comprehend important points, keep them in mind, and develop newideas.

Informed-Choice Paths and Knowledge Garden—This device pair helps anauthor to appreciate diverse themes present in the material and discovermodes of presentation that appeal to diverse readers. Authors learn togo beyond sequential linear organization of content, so that annotatorsand readers can actively explore the knowledge offered and developgreater mastery and appreciation.

Overlay Outline and Concordance with Contexts—This device pair helpsusers to interweave top-down systematic thinking with the meaningfulspecificities of significant bottom-up data. This approach helps in manysituations, and can be beneficial in a large-scale project.

Relationship Display and Dwordle Field—This device pair helps users tolay out and present relationships among constructs as users currentlyunderstand them, while also providing the freedom to let go of thestructure users have established and explore new possibilities, discernunexpected linkages and revise and extend our knowledge. In variousembodiments, this approach can be effective in solving knotty andlongstanding problems.

Panorama with Scenes and Context Gatherer—This device pair helps usersbreak down complex matters into manageable pieces without losing trackof the larger picture and work out the implications of seeminglydisconnected insights, while continuing to gather further observationsand insights that extend, enhance and potentially revise understanding.

Additional aspects and advantages of the present disclosure will becomereadily apparent to those skilled in this art from the followingdetailed description, wherein only illustrative embodiments of thepresent disclosure are shown and described. As will be realized, thepresent disclosure is capable of other and different embodiments, andits several details are capable of modifications in various obviousrespects, all without departing from the disclosure. Accordingly, thedrawings and description are to be regarded as illustrative in nature,and not as restrictive.

INCORPORATION BY REFERENCE

All publications, patents, and patent applications mentioned in thisspecification are herein incorporated by reference to the same extent asif each individual publication, patent, or patent application wasspecifically and individually indicated to be incorporated by reference.To the extent publications and patents or patent applicationsincorporated by reference contradict the disclosure contained in thespecification, the specification is intended to supersede and/or takeprecedence over any such contradictory material.

BRIEF DESCRIPTION OF THE DRAWINGS

The details of the invention, including structure and operation of theembodiments of the invention, may be gleaned in part by study of theaccompanying figures, in which like reference numerals refer to likecomponents.

FIG. 1 shows a collection of information nodes in an electronictextbook, according to an embodiment of the invention.

FIG. 2 shows paths associated with the information nodes in anelectronic textbook, according to an embodiment of the invention

FIG. 3 shows additional connections between information nodes of anelectronic textbook, according to an embodiment of the invention.

FIG. 4 shows a textbook reader, according to an embodiment of theinvention.

FIG. 5 shows additional information nodes added to an electronictextbook, according to an embodiment of the invention.

FIG. 6 shows creation of a user-defined path through an electronictextbook, according to an embodiment of the invention.

FIG. 7 shows an embodiment of the invention, used to create an overlayfor a collection of network-accessible pages of information.

FIG. 8 shows a browser add-on, according to an embodiment of theinvention.

FIG. 9 shows an embodiment of the invention, used to create an overlayfor a collection of content available in a digital library.

FIG. 10 shows an overlay builder, according to an embodiment of theinvention.

FIG. 11a illustrates Tabular Grid and Display Field device paircomprising a Tabular Grid device and a display field device.

FIG. 11b illustrates Informed-Choice Paths and Knowledge Garden devicepair comprising an Informed Choice device and a Knowledge Garden device.

FIG. 11c illustrates Overlay Outline and Concordance Contexts devicepair comprising an Overlay Outline device and a Concordance Contextsdevice.

FIG. 12a illustrates Relationship Display and Dwordle Field device paircomprising a Relationship Display device and a Dwordle Field device.

FIG. 12b illustrates Panorama with Scenes and Context Gatherer devicepair comprising a Panorama with Scenes device and a Context Gatherer.

FIG. 13a illustrates a wide-angle vision field of a user.

FIG. 13b illustrates an acute focus vision field of a user.

FIG. 14 illustrates a method of dwordling in accordance with anembodiment.

FIG. 15 illustrates a scene show comprising a panorama with scenes andcontext gatherer device pair in accordance with one embodiment.

FIG. 16 illustrates a first and second large display presenting apanorama field and a context gatherer field in accordance with oneembodiment.

FIG. 17 illustrates an informed choice path and knowledge garden devicepair m accordance with one embodiment.

FIG. 18 illustrates a system architecture for implementing theinteractive graphical user interfaces of the present disclosure.

FIG. 19 illustrates an example of a three-layer custom map.

FIG. 20 illustrated an example of a path-taken view and a view ahead.

FIG. 21 shows the graphical user interface (GUI) view of an example of aQuestion Cascade.

FIG. 22 illustrates an interactive user interface showing a gallery thatis displayed to a user.

FIG. 23 shows alternate GUI modes for displaying an example dialogue.

DETAILED DESCRIPTION

Certain preferred embodiments of the invention will now be discussed indetail. While various embodiments of the invention have been shown anddescribed herein, it will be obvious to those skilled in the art thatsuch embodiments are provided by way of example only. Numerousvariations, changes, and substitutions may occur to those skilled in theart without departing from the invention. It should be understood thatvarious alternatives to the embodiments of the invention describedherein may be employed.

In an embodiment of the invention, with respect to FIG. 1, a collectionof information is information for use in an electronic textbook 5. Anauthor compiles the information for use in the textbook 5, and creates acollection of information items, or nodes 10. For convenience, the nodescompiled by the author are labeled as “A-nodes” in FIG. 1. Furtherexamples discussed below will introduce nodes 10 supplied by others whointeract with the electronic textbook 5.

Diverse Items: Each node 10 contains a piece of information about thesubject matter of the textbook 5. For example, a node 10 can contain asentence, a paragraph, a page, or a chapter of text. Additionally, anode 10 can contain multimedia information, such as a picture, a videorecording, an interactive graphic, or a sound recording. The author cancompile this information in a variety of ways. The author can create theinformation items in the nodes 10, by for example writing the text,drawing the picture, or recording the video or sound. Additionally, theauthor can gather existing information items from other sources. Theauthor gathers a text quotation from a source such as a book, or ahistoric document. The author samples a sound recording of a famousspeech or dramatic performance. The author gathers a copy of a videorecording made available to the author, such as a video of apresidential address, or of a historical event such as the Apollo moonlandings. In an embodiment, each of the information items in the nodes10 is selected by the author for inclusion in the electronic textbook.Additionally, as discussed in further detail below, other entities orindividuals also select information items for inclusion in theelectronic textbook 5.

Comments on Items: The author additionally provides comments about theinformation item. For example, the author describes why the authordecided to include the information item in the electronic textbook 5.The author identifies a source for the information item. The author mayalso indicate the date the author collected the information, or the datethe author added the information to the collection. These comments maybe included in each information item itself, or may be associated withan information item as attributes of the information item. The commentsare associated with each information item, for example by being attachedto or linked to the information item.

User Interactions: The electronic textbook format allows the author to(i) attach interactive support functions to all nodes, and (ii) to embedwithin specialized nodes extensive interactive content. Further, (iii)the electronic textbook allows the interactions with the user to berecorded as attributes of the user's path through the electronictextbook that can be shared with friends, parents, teachers, the author,and so on, thereby serving a number of important functions such asguiding the user toward choices that result in finding their optimalbook; tracking the user's use of the book and performance with materialin the book, and sharing this information with parent and/or teacher;giving the student an opportunity to share comments and questions withother students and offer them suggestions about nodes to visit in thebook.

Interactive Support Functions: Interactive support functions include,for example: view-ahead, path-taken, perspectives, and overlay view(overlay view displays the network of overlays, including the user's,parents', teachers', friends' with the option to focus on a subset suchas just one's own comments), other navigation tools, search, index, anda number of dialogues. Examples of the dialogues include: “where am Iand what can/should I do next?” dialogue, “where have I been and how canI review it?” dialogue, “I [don't understand, am confused by, can'tremember, don't see the use of, am bored by] this, so please help!”dialogue, “I'd like to see further [advanced, remedial, procedural,contextual, inspiring, detailed] material about this.” dialogue, ‘I'dlike to see an [example, exercise, application, exposition, intuitiveillustration] of this.” dialogue, “Is there another way of [explaining,solving, proving, understanding, applying, thinking about] this?”dialogue. These dialogues provide a structured display and response tocommonly encountered situations for the users. The forms of specializednodes include, for example: junctions (gateways, vestibules, galleries,logic views and simple junctions), test your skills, examples,exercises, and interactive Aids to Productive Thought (APT). InteractiveAPTs are interactive displays that help to align conceptual andintuitive understanding, make useful connections between related topics,assist in remembering and getting a feel for things, help with thecreative process and help with effective inference.

Querying Incomprehensible Passages For example, in an embodiment, theelectronic textbook encourages the user to select any sentence orpassage that is difficult to understand, and drag and drop it into aquery window. The electronic textbook may then request that the userread the section through completely and then read through to this pointa second time before actually launching the query if the passage isstill not clear. Once the query is launched, the electronic textbookpresents an explanation to the user, which is drawn from a combinationof glossary entries, remedial material, and special exposition designedexactly for that passage. In this embodiment, users' difficulties withparticular passages are reported back to the author or publisher,allowing for the database of special expositions to be expanded andpotentially leading to rewriting of unclear passages. In thisembodiment, the electronic textbook is likely to be frequently updated.Updating would be transparent to users on the cloud, and users whodownloaded the textbook to local computers would receive updatedownloads. Returning to the experience of the user, the electronictextbook asks the user after reviewing the expository material whetherthe passage has become clear. If not, the user is offered the choice ofattaching a query comment to guide parent, teacher or other mentor toprovide assistance later on.

Study Partner: As another example, in an embodiment, the Study Partneris an audio presentation that interacts with the student user verbally.Study Partner presents himself/herself as the student's peer and makesthe process of study more engaging. Study Partner can interact with thestudent user at any time. For example, it can administer an exercise ortest your skills exam in friendly dialogue, carrying out all of thesteps from introducing the exercise/test, offering feedback along theway, and concluding with a discussion about how the student'sperformance fits in with the student's study plans and longer term goals(see below for more information on study plans and goal setting). StudyPartner can receive queries and present responses in dialogue, voicingprepared query-response passages, the content of glossary entries orrecommended references. Study Partner can activate any aspects ofnavigation through the overlay on behalf of the user, guiding the userto remedial material or inviting the user to consider more advancedmaterial that comes up in the dialogue. Study Partner can also drill thestudent user on study material, offering additional explanations oralternative approaches. Study Partner can convey new information to thestudent user, such as informing the student user of the arrival of newcomments by other users. In order to function, Study Partner depends onthree primary elements. First, it draws upon content provided by theauthor and publisher-including the basic content of the electronictextbook and additional material developed for query response—as well ascontent assimilated through the contributions of the school andteachers, parents and mentors, the student user, and fellow students.Second, Study Partner relies on the logical structure for this contentembedded in the Electronic Textbook, including the layout for queryresponse, in order to provide the benefit of this store of informationto the user in a friendly and supportive way. Third, Study Partnerrelies upon capabilities for voice recognition and intelligent dialoguethat are familiar in consumer electronics applications such as Siri andwell known in the industry.

Notes. Comments and Reminders: In an embodiment student users are ableto attach a note, comment or reminder at any node or connection in theelectronic textbook, including any nodes or connections that have beenadded by the user. As these terms are used here, a “note” is directlyrelated to the electronic textbook and explains it in the user's ownwords; a “comment” is anything else that is relevant, and particularlysomething that is intended to be shared with others or describes theuser's experience; and a “reminder” is a personal memo to oneself,usually something that is ongoing and needs to be recalled afterward. Anote may or may not be shared with others, as determined by the user orarranged by other privileged users. A comment is more likely to beshared, and in some embodiments may be shared by default within the usergroup. A reminder is private by default, although it can be shared withselected other users. The user can view his or her own notes, comments,and reminders along with the node or connection to which they areattached, and these can also be viewed in a gallery filtered and/orsorted by location, topic or time created, and can also be located bysearching for any term. Notes, comments and reminders can be createdwith Voice Memo for audio or Video Memo for video, and can also be typedas text in the Text Memo field.

Aids to Focus and Time Management: In another embodiment, the electronictextbook can highlight for the student user the time span of the presentstudy session, recording the start time and asking the student for theplanned duration. The electronic textbook can then offer to disable theinternet during study sessions. It can prompt the student when noevident user activity occurs during a 5-minute interval or wheneverscope is switched away from the textbook during the session. Theelectronic textbook can alert the student to the amount of timeseemingly diverted to the internet or other activities during the studysession, and report both “clock time” (the duration of the session), and“study time” (the estimated time actually invested reading andinteracting with the material.)

Multiple Paths through the Book: Turning to FIG. 2, the author defines anumber of paths that traverse through the nodes 10. These paths are madeup of connections 7 between the nodes 10. The connections 7 of anembodiment can be as content-rich as the nodes 10, rather than merelyserving as connections between the nodes 10. A path comprises a seriesof connections 7 in addition to the nodes 10 that they connect, and muchof the information that pertains to a path is associated with theconnections. For example, many author or user notes and commentsnaturally attach to connections 7, not to nodes 10. Such commentsinclude explanatory comments clarifying why a particular connection wastraversed, or previewing what the user can expect to encounter in thenode 10 at the other end of the connection. The traversal record thatconstitutes a path comprises connections. Connections have attributesthat aid in navigating through the electronic textbook 5.

Connections of Various Types: For example, if a user is surprised by anode 10 or otherwise wishes more information about how the user arrivedat the node 10, the comments and other attributes of the connections 7allow the user to find out where he is, and where he came from.Connections 7 also possess attributes. This is important because in manyapplications, various connections 7 serve more than one function orrole, and it is sometimes important to separate out or highlightconnections 7 based upon their role. For example, some connections 7connect a sequence of nodes 10 and some connect branches to thatsequence, while others reflect logical relationships. Some may representa person's comments or additions, as distinct from those providedoriginally by the author. The connections 7 allow the functions theyserve to be identified as attributes that aid in making informed choicesand displaying the map of the electronic textbook 5.

Average. Advanced and Remedial Paths: Each path represents a differentpresentation ordering for the instructional material used in theelectronic textbook 5. For example, in this embodiment the electronictextbook 5 includes a primary path 12, which represents the path anaverage student is expected to take through the electronic textbook 5.The electronic textbook 5 further includes an advanced path 14, whichrepresents the path an advanced student is expected to take through thesame electronic textbook 5. The electronic textbook 5 further includes aremedial path 16, which represents the path a remedial student isexpected to take through the same electronic textbook 5.

Written, Spoken and Video Formats: Additionally, the author can definepaths that take into account additional desired instructionaltechniques. For example, some students process audio or visualinformation more efficiently than textual information. For thesestudents, the author can provide alternative nodes 10 which present thesame instructional content in different forms. Thus an item ofinstructional content may be provided in narrative text form in one node10, in audio form in another node 10, and in image or motion pictureform in yet another node 10. Additionally, the author can providealternative nodes 10 which provide the instructional content indifferent languages, either textual or spoken. Alternatively, a givennode 10 may present the same content in multiple different forms. A usertraversing a path in the electronic textbook 5 will then select the formof information which the user finds most efficient to process. Ofcourse, the form of information selected by the user can vary from nodeto node.

Individual Paths are Distinct: Each of the paths 12, 14, 16 traversesthrough the nodes 10 of the electronic textbook 5. The paths 12, 14, 16may each traverse different nodes 10, or the paths 12, 14, 16 mayoverlap one or more nodes traversed. For example, in FIG. 2 the path 12and the path 14 each traverse the node 10 a. The node 10 a, therefore,represents an information item that is expected to be helpful both toaverage and advanced students traversing the electronic textbook 5. Inan embodiment, the paths 12, 14, 16 are independent of each other,unless the author creates a connection between the paths. Thus theparticular connections 7 between the nodes 10 can be members of multipledifferent paths. The connections 7 can be combined into a path withoutconcern about the connections' roles in other paths they may belong to.All paths to which a connection 7 belongs are separately stored. Themembership of a given connection in the various paths of the electronictextbook 5 is an example of one of the attributes of a connection.

Informed Choice: Having defined multiple paths through the nodes 10, itis helpful to provide the user with a variety of ways to choose amongstthe paths, or to make other choices which will enhance the user'seducational experience. Among the important concepts reflected inembodiments of the invention is the concept of informed choice. The term“informed choice” refers to the tools and techniques that the electronictextbook 5 offers to assist the user in finding the appropriate path. Itis beneficial for the electronic textbook 5 to give the user a widevariety of choices of ways to navigate through the material reflected inthe nodes 10, and to give the user the information necessary to makewise choices. The framework of the electronic textbook 5 emphasizesmeeting individual wishes and needs by offering diverse paths andhelping users to find their appropriate path.

Learning about Knowledge: The framework of the electronic textbook 5facilitates creative development, learning and teaching. While helpingpeople to learn the subject matter at hand, it also helps them to learnmore about their own state of knowledge and to clarify their thoughts.The framework encourages users to reflect on how the electronic textbook5 can assist them. For example, at a significant point along the pathsthrough the electronic textbook 5, a user might see among the optionspresented in a node 10 such responses to choose as “Why am I doing this:what's in this for me? Can you make this more interesting? Morerelevant. I need an example! I'm completely lost. I disagree with this.I'm interested; can you tell me more about this? Go into this moredeeply?

Dialogues: Here are some further examples of dialogues that an authormight offer to a user:

Where am I and what can/should I do next?

Where have I been and how can I review it?

I [menu: don't understand, am confused by, can't remember, don't see theuse of, am bored by] this, so please help!

I'd like to see further [menu: advanced, remedial, procedural,intuitive, contextual, inspiring, detailed] material about this.

I'd like to see a [menu: example, exercise, application, exposition,intuitive illustration] of this.

Is there another way of [menu: explaining, solving, proving,understanding, applying, thinking about] this?

Please refresh my understanding of [list of topics from which tochoose.]

Does this relate to [list of topics from which to choose]?

Setting Goals and Monitoring Progress: In an embodiment, the electronictextbook can discuss goals with the student during informed choicedialogues. For example, the electronic textbook can suggest such goalsfor improvement as (i) doing well in the course and moving up fromremedial to average, or from average to advanced; (ii) completing thecourse material early and going on to material in the subsequent course;(iii) going more deeply into intuitive understanding of what thematerial is useful for and how it works, and (iv) working through thematerial more quickly and efficiently. In brief, these four dimensionscould be summarized as academic mastery, academic advancement, practicalmastery and pace.

The electronic textbook can encourage the student user in various waysto respect the goals that they have set and to monitor their own effortsand progress. Once a substantive goal is formulated, the electronictextbook can propose a graduated series of intermediate steps that willlead to attaining the goal. If the student establishes a time-frame forattaining the goal, the electronic textbook can suggest reasonabletarget dates for completing the intermediate steps. The electronictextbook can offer the student to track their progress toward theirchosen goal, and to give them advice and encouragement along the way.With the student user's agreement, the electronic textbook can offersupportive comments that compare the student user's actual progress withthe targeted schedule.

Alternatively, if the student prefers, the electronic textbook canreport on their accomplishments respecting all four goals. For example,the electronic textbook could help the student user to create a criticalpath to learning select material based on the user's input of number ofhours to be spent per day, with specific goals for mastery of materialachieved by a certain date.

In an embodiment, the electronic textbook analyzes each study session asthe student user is winding it up, taking account of the student user'sinteractions including path taken, performance on exercises and testyour skills, time spent on various features and queries launched, andself-evaluation comments. Placing this information into the context ofthe course syllabus and the user's expressed goals and experiences inprior study sessions, the electronic textbook can provide feedback tothe student user and/or to the student's parents or teacher in anappropriate way.

Considering Options: When the user selects one of these dialogues, theuser is directed to a node 10 which provides information responsive tothe choice the user made. Encouraging a user to choose invites the userto reflect on what the different possibilities mean to them and toconsider how best to make a decision. Choices promote awareness ofpeople's diversity, for people are different and make diverse choices. Auser may choose options that fit their own interests, or they may selectan option because they are interested in why it is interesting toothers, or because it contradicts their views.

Information and Perspectives: The electronic textbook 5 of an embodimentoffers many types of information, such as:

Orientation-what path has been traced up to this point, what choices arethere at this moment and where do they lead.

Comprehensive overview and search: a comprehensive list of availablefeatures and links, which can be filtered by any applicable attributes;

Recommendations optionally supported by comments, based upon the user'sexperiences so far;

“Test your skills” questions that yield recommendations on what more maybe important to learn; and

Alternate paths provided by the author or friends.

Nodes for Navigation and Logic: The nodes 10 and connections 7 in theelectronic textbook 5 offer a range of options for giving the userchoices to select from:

a Vestibule node displays the relevant choices when a user reaches ajunction;

a Gateway node welcomes the newly arrived user to a path or introducesthe user to a section;

a Gallery node shows a wide range of alternatives; and

a Logic View node presents causal relationships or associations, mostoften when items are interrelated in complex ways;

an ordinary junction (typically a connection, but it can be a node)offers a signpost with explanatory text as appropriate.

Halls of Informed Choice: As will be discussed in further detail below,the electronic textbook 5 when viewed in an environment such as thatpresented in the reader of FIG. 4, presents a view-ahead window whichshows the next stations on the present path, and a path-taken windowshowing the previous stations. All of these and more are referred togenerically as halls of informed choice.

Halls of informed choice are offered at important junctions to presentthe author's customized discussion and display of the choices available.These halls supplement perspectives (discussed in further detail below),which are available at every node to provide local views or views of theentire document. Note that a hall is a component of the navigationaspect, and so has many functions in common with connectors, but it is anode dedicated to navigation rather than a connector. There are fourmain types of halls as well as ordinary junctions.

Gateway: A gateway is an entry point to a path or section of thedocument. This may be designed for newly arriving visitors or for userstransitioning to a new section. An electronic textbook 4 (or overlay 41as discussed below) can have many gateways, each serving a differentaudience. Typically a gateway offers welcoming information, anintroduction and a summary of what lies ahead, all of which may betailored to the user's needs based on their prior path. A gateway caninvite the user to consider opportunities and reflect on what might bemost useful or appealing.

Vestibule: The user generally enters a vestibule after having made achoice.

Consequently a tool-tip introducing the vestibule may appear when thecursor is passed over that choice. Vestibules can have diverse purposes,such as to present a preparatory test of skills, offer an exercise,invite the user to pause and reflect, or summarize the materialgraphically in preparation for a further choice.

Gallery: Generally a gallery displays nodes that have a common status.For example, all of the optional nodes in an electronic textbook mightbe displayed in a single gallery. Alternatively, all of the subtopics ofa topic might be displayed in a gallery.

Logic Views and Logical Nexus: A logical nexus can, for example,represent a special factor common to a number of nodes. In a book aboutsociety, for example, some distinct factors might be cooperation,personal accomplishment, knowledge, thoughts and emotions; each of thesefactors could be awarded its own logical nexus that presents the rolethat the factor plays throughout the book in a meaningful way. A logicview node could display many such logical nexuses, presenting a visualdisplay of the role of each in the book and giving the user ready accessto all this information.

Structural Views: Some of the most important logic views are structural.A structural hall shows nodes according to some organizing principle.For example, nodes might be arranged in a two-dimensional table. In anelectronic textbook, the columns might be different paths through thematerial, such as remedial, average and enhanced, and the rows might belessons. Alternatively, nodes might be arranged in a circle or severalconcentric circles. Generally a logic view node is a visual elementdisplaying logic and also serves as a staging area from which to quicklyexplore that logic, by navigating to the nodes 10 pertaining to thelogical concept that relates the nodes together.

Ordinary Junction: An ordinary junction generally does not have aspecial node attached. Instead it assembles and displays attributes ofthe connectors and their nodes that can be reached at that junction. Itis like a signpost at a junction on a trail.

View Ahead and Path Taken: Unlike the halls mentioned so far, whichapply to fixed positions in the electronic textbook 5, View Ahead andPath Taken accompany you on your journey, for example as stand-alonewindows. Wherever you are, they show you the choices ahead of you andthe path you have traced so far.

Entry Gateway: Turning to FIG. 3, the author defines additionalconnections and nodes of the electronic textbook 5, to implement thehalls of informed choice discussed above. For example, the author canprovide a variety of ways for the user to select a path to begintraversing the electronic textbook 5. One way is to present a gatewaynode 10 a having a series of test questions, which test the beginningskill level of the user. Based on the outcome of the test questions, theuser is directed to the appropriate path. High-scoring users aredirected to the advanced path 14. Average-scoring users are directed tothe average path 12. Low-scoring users are directed to the remedial path16.

Alternatively or additionally, the user may be presented with each ofthe available paths, along with comments that explain each path. Thesecomments can be stored as an attribute of the initial path connection.This connection attribute may be displayed to the user when the userexpresses an interest in learning more about the path, for example byclicking on the path starting point, or by moving a pointer over thepath starting point, or some other way of indicating an interest inlearning more about the path. Alternatively, these comments can be setforth in the gateway node 10 a, which lists and explains some or all ofthe paths available in the electronic textbook 5. To further aid inorganization of the paths through the electronic textbook 5, the pathsmay be presented in various orders. For example, author-defined pathsare presented first, followed by paths created by privileged users suchas teachers, schools, or school districts. Then paths created by otherusers are presented. The active path for a specific user can bepresented before all other paths, to assist the user in picking up wherethe user left off in the textbook 5.

Arrangement of Paths: In an embodiment, the electronic textbook alsopermits arrangement, of paths, whereby only certain specified paths andoptions along those paths are permitted to a particular user, whileother paths and options along the permitted path are securely hidden.Arrangement is an important feature of the electronic textbook thatfacilitates administration of the electronic textbook. The teacher canarrange the gateway node 10 a so that the student begins on an assignedpath, such as the average path 12. Alternatively, if the student hasstudied with other electronic textbooks in previous classes, it can bearranged that the recorded performance of the student in those priorclasses determines the options available in the gateway node 10 a.

Multiple Years of Instruction: The information included in an electronictextbook need not be limited to a single grade or a single topic. Forexample, a single mathematics textbook might include all theinstructional material for grades one through four. In this case, astudent beginning the second grade would enter the gateway node 10 awith the options of reviewing material from the first grade, beginningat the start of the second grade and beginning at the point where thestudent left off in the previous year if the student had alreadyprogressed into second grade material while in the first grade.

Multiple Themes: As another example, consider a college-preparatoryclass in U.S. History or Social Studies. An electronic textbook might bedesigned around a chronologically organized primary path, while alsoembedding in the primary and supplementary material nodes that typifydifferent organizational approaches used in academic fields such aseconomics, social science, political science, law, ethics andpsychology. The first part of a year-long course could be taught in achronological way following the primary path, while the second partrepeatedly returns to the gateway node 10 a to traverse differentacademic themes one after another, reflected in different paths throughthe nodes 10 of the electronic textbook 5. Thus, the electronic textbookof an embodiment offers the students useful perspectives on the choicesavailable in college. Another instructor might present the material inthe book in a more conventional way, integrating the supplementarymaterial alongside the primary material as a year-long chronologicalcourse.

Extending and Updating: While building the paths 12, 14, 16 through thenodes 10, the author also can create additional nodes 10, or refine orchange the content of the existing nodes 10, as desired. For example, inreviewing the instructional material, the author decides that thecontents of a particular node 10 b may be confusing to some students, orthe students would otherwise benefit from additional explanation. Theauthor therefore adds an additional node 10 c, such as a vestibule,which provides this further explanation, along with connections 12 bfrom the node 10 b to the node 10 c, and back again. Alternatively, theauthor decides to update the textbook 5 with additional information,such as a new version of the textbook 5, to incorporate newly-discoveredinformation. This additional information may also be added as additionalnodes 10.

Path-Dependent Navigation Options: Note that node 10 c may also belinked to by other nodes, such as the node 10 d on the advanced path 14.Similarly, node 10 k is connected to nodes on both path 12 and path 14.Where a node is linked from multiple other nodes, the electronictextbook 5 retains knowledge of the node from which the user came, anduses that knowledge to provide further options to the user. For example,if the author desires that the user stay on the same path 12, 14, 16that the user was on, then for users who arrive at node 10 c from node10 b, the node 10 c will present only the connection 12 b back to node10 b, and not the connection 13 b to the node 10 d. Similarly, for userswho arrive at node 10 c from node 10 d, the electronic textbook 5 willpresent only the connection 13 b back to node 10 d, and not theconnection 12 b to the node 10 b. Likewise, users who arrive at node 10k on path 12 will leave node 10 k on path 12, whereas users who enternode 10 k on path 14 will leave node 10 k on path 14. This featureallows the electronic textbook 5 to use the same content on both paths12, 14, without risk of confusing the user as to which path the user ison.

Availability of Options: Optionally, the user will not be presented withthe connections on the path the user is not currently travelling.Alternatively, the electronic textbook 5 can present both returnconnections, and thereby allow the user to switch paths from the path 12to the path 14 via the node 10 c or 10 k. This is an example of acontext-sensitive feature of the nodes 10. The user's experience isdifferent, depending on which path the user took to arrive at the node10 c or 10 k.

Test Your Skills: Path Transitions Based on Performance: It is alsoadvantageous for the user to be permitted to change paths, asappropriate for the user's skill level and understanding of thematerial. Thus the author builds in nodes 10 which facilitate the user'schanges in path. For example, the author determines that at node 10 e, auser on the remedial path 16 should be offered a test, to see if theuser has grasped sufficient knowledge to be elevated to the average path12. The author creates the test node 10 f, and prepares appropriateskill test material, such as test questions. If the user passes theskill test, then the user is elevated to the average path 12, via theconnection 16 b. If the user does not pass the test, then the user isreturned to the remedial path 16, via the connection 16 c.

In this example, the test is optional. After reviewing the content atnode 10 e, the user is offered the opportunity to take the test at node10 f, via the connection 16 a. As with any of the nodes 10 orconnections 7, the user may provide comments associated with theconnection 16 a. For example, the user may explain why he elected totake the test, or offer words of encouragement to other users followingthe user's path. If the user declines the option to take the test atnode 10 e, then the user continues to follow the remedial path 16.

The electronic textbook 5 also includes nodes such as the node 10 g onthe advanced path 14, where a test is incorporated into the content ofthe node. Here, the user is simply presented with the test. If the userpasses the test, then he continues on the advanced path 14. If he doesnot pass the test, then the user switches to the average path 12, viathe connection 13 a. Similarly at node 10 h, a user on the average path12 is presented with a test. If the user passes the test, he is switchedto the advanced path 14 via the connection 12 a. If the user does notpass the test, he continues on the average path 12. The transitions frompath 12 to path 14 are, in this example, seamless and transparent to theuser. The user is only aware that he was asked test questions, and thathe was then presented with a path to follow to the next node. Thus theuser need not even be aware that he has been switched to a moredifficult path, or to a less difficult one.

Information about Choices: In addition to presenting test questions tothe user, the electronic textbook 5 can also include other types ofchoices offered to the user, in nodes 10. For example, as discussedabove, at a significant point in the electronic textbook 5 a user mightsee among the options presented to them in a node 10 such responses tochoose as “Why am I doing this: what's in this for me? Can you make thismore interesting? More relevant. “I need an example!” I'm completelylost. I disagree with this. “Please refresh my understanding of [list oftopics from which to choose . . . ” I'm interested; can you tell me moreabout this? Go into this more deeply? Does this relate to [list oftopics from which to choose]? Based on the choices the user makes, theuser will be directed to different nodes 10 in the electronic textbook5, such as nodes on a different path, or explanatory nodes to clarifydifficult content.

Logical Connections: The author can also include other ways to associatenodes 10 with each other in an electronic textbook 5, without creating apath. For example, the author could determine that a node on the averagepath 12, such as node 10 b, contains content that is logically relatedto another node, such as the node 10 i on the remedial path 16, or thenode 10 j on the advanced path 14. Then the author creates a connection12 c with an attribute indicating that the nodes 10 b and 10 i, or 10 band 10 j, are logically related to each other, even though they are ondifferent paths. This attribute can be in a comment added to theconnection, explaining the relationship between the two nodes. In anembodiment, the author creates the logical connection by dragging aconnection between the node 10 b and the node 10 i. The connection maybe highlighted, represented with a dashed line, or otherwise marked todistinguish it from a connection that forms part of a path. Thisconnection could be used by a student to optionally review the relatedcontent at nodes 10 i or 10 j. Alternatively, it could be arranged thatthis connection would be obscured from display to students, and insteadcould be provided only to the author, or to privileged users of theelectronic textbook 5 (e.g. teachers or school boards). Of course, theselogical relationships can be defined between any nodes 10 which arelogically related, regardless of which path 12, 14, 16 the nodes are on.

Knowledge Garden: Just as a garden path offers the walker views of otherfeatures in the vicinity, a textbook of an embodiment can be designed asa “knowledge garden” with primary paths that the user must traverse,which are enriched by an array of relevant topics potentiallyinteresting to the user offered optionally at each point along the way.In a knowledge garden, a gradually unfolding set of options may bedisplayed as a set of small icons from which to choose. For example, ifthere were 200 nodes along a primary path, there might be 500supplementary nodes of this kind in the electronic textbook. The authorwould select a subset of six of these to appear as options on eachprimary node, selected from among the total of 500 for relevance andappropriateness. The connectors among these supplementary nodes can bethought of as the layout of the garden.

Structural Connections: Another kind of relationship is “structural”.This is an important special case of logical relationships that ariseswhen nodes fall into categories (related in sequence by type) or fallinto a matrix structure like a table or spreadsheet. For example,language texts may cover a basic series of grammar topics each year, inwhich case the matrix would have grades as its rows and topics as itscolumns. Alternatively, the chapters of a text might contain text,examples, and exercises, leading to three categories. Also, the authormay choose to cover exactly the same distinct topics at different levels(remedial, average, and advanced) or in different ways (procedural andintuitive), so that the topics are rows and the forms of coverage arecolumns. These special cases are important because they offer differentmodes of traversal and call for special display formats.

Other Connections: Also there is the straightforward relationshiparising from a glossary. Also there are, as explained below, possiblyoverlays provided by the teacher, or parents or the user's personal use,or by the user for his/her own use.

Perspectives: The electronic textbook 5 of an embodiment also offersperspectives, which are representations of portions of the electronictextbook 5 that allow the user to explore outside the restrictionsimposed by the author's own structure. Perspectives have many facets. Aperspective can show, for example, the entire electronic textbook 5, agiven path 12, 14, 16, the nodes 10 and connections 5 in the vicinity ofa path 12, 14, 16, or the connections between two paths. It can showyour present location, or the possible paths leading from your locationstretching out to a requested distance (either simply measured as anumber of nodes out on the path, or using a distance metric such asthose discussed with regards to visibility of a path below). It can showthe path you have traced so far and the recommended path ahead. If youare interested in traversing from your present location to another nodein an orderly way, alternate paths can be shown in perspective. (Ofcourse you always have the alternative to just jump to a desired node,and you will often do so.)

A perspective can highlight any category of features (i.e. nodes) and/orany category of connections. It can show some or all categories, eachhighlighted in a different way. A perspective can also work with“layers”, which are like tiers in a “layer cake.” Layers may representdifferent stages of progression or different levels of the non-linearoutline. The perspective can show them individually, alternately, or inprogression like horizontal slices through the cake. It can also showthem all at once as a three-dimensional image, while highlighting thedifferent layers in a variety of ways to distinguish them.

Any hall of informed choice can display on request an appropriateperspective well suited for considering where to go next. Similarly,certain perspectives, such as the path ahead or path taken, can becontinually displayed by the electronic textbook 5, for example usingthe reader of FIG. 4, discussed below.

Perspectives can take diverse forms. Structure of the nodes 10 andconnections 7 can be displayed graphically or can be implicitly shownthrough the form of a table. For example, orderly arrangements of nodes10 or connections 7, and their attributes, can be shown in a spreadsheetview in the tabular grid 61.

Textbook Reader: Turning to FIG. 4, the electronic textbook can beviewed using a textbook reader 21 running on the user's computer. Thisreader 21 may also be used by the textbook author to build theelectronic textbook 5, and may incorporate the features of the overlaybuilder 56 as discussed in further detail below. The textbook reader 21includes a content viewer 22, which displays the content of the variousnodes 10 of the electronic textbook 5. The content viewer 22 permits theuser to interact with interactive content, such as by clicking on wordsor images to navigate to, for example, a glossary as discussed infurther detail below. If the content in the content viewer 22 itselfcontains connections to other content, the user can activate or navigateto that content by clicking on it. The content viewer 22 canadditionally incorporate the functionality of the visual display 60 andtabular grid 61 as discussed in further detail below with reference toFIG. 10. This allows a reader of the textbook to experience the samebenefits realized by the textbook author, which is particularly helpfulwhere the reader wishes to extend the content in the electronic textbook5 as discussed herein.

Path-Taken View: The reader 21 also contains a path-taken window 23.This window shows the path the user has followed thus far, to arrive atthe node 10 displayed in the content viewer 22. The path can bedisplayed either in text form, or preferably in graphical form as shownin FIG. 4. In an embodiment, the current node 10 being displayed ishighlighted in the path-taken window 23, for example by being bolded,with an arrow indicating that the content of the current node 10 isdisplayed in the content viewer 22.

View-Ahead: The reader 21 also includes a view-ahead window 24, whichshows the user the nodes 10 that are visible from the current node 10.These nodes are also preferably displayed in graphical form as shown inFIG. 4, but may alternatively be displayed in text form, for example alist of nodes, or a two-dimensional spreadsheet view of nodes with theirattributes in the tabular grid 61. The view-ahead window 24 can displaythe connections from the current node 10 in different ways, depending onthe nature of the connection. For example, sequential connections on thepath 12, 14, 16 that the user is following are displayed with emphasis(e.g. bolded or solid lines), whereas logical connections to other nodesare displayed with less emphasis (e.g. dashed lines), and other visiblenodes may be displayed with even less emphasis (e.g. grayed out). In theview-ahead window 24, as well as in the path-taken window 23, the usercan access information about the nodes in these windows by, for example,moving a cursor over the node, causing information, such as a comment orsummary of the node's content, or the location of the node, to pop up orbe displayed in the textbook reader 21. These are examples of theinteractive support functions discussed earlier. The user can navigateto any node 10 displayed in either window simply by clicking on the nodein the respective window 23, 24.

Comment Window and Index Window: The reader 21 also includes a commentview window 26. This window displays comments pertaining to the currentnode 10, and permits users to add or edit their comments. The reader 21also includes an index window 27. This window displays an index of termsin the electronic textbook 5, for use as discussed herein by the user.

Navigation Tools Window: Finally, the reader 21 includes a navigationtools window 28. This window displays any tools used by the user tonavigate the content in the electronic textbook 5. This window 28contains a search tool, for the user to search the electronic textbook5. The window 28 contains a global view button, which allows the user todisplay a graphical view of the entire textbook 5, or alternativelythose portions of the textbook 5 which are accessible or visible to theuser (e.g. depending on the user's role, and the visibility metricsdiscussed above). The global view in an embodiment uses the display area60 and the tabular grid 61, discussed in further detail below withreference to FIG. 10. The window 28 contains an external content button,which allows the user to navigate to external content, not found in theelectronic textbook 5. As discussed in further detail below, thisexternal content is accessed by the user and stored in the electronictextbook 5. Finally, the window 28 contains an add comment button, whichallows the user to add a comment to the current node 10, or, when theuser navigates a connection 7, to that connection 7. The windows of thereader 21, may optionally be hidden from view and only displayed whenselected, for example from a menu, by the user.

Navigation Information: The electronic textbook 5 offers many types ofinformation to users, while they are navigating the electronic textbookusing the reader 21. For example, the users are offered orientationinformation, showing the user what path has been traced up to thispoint, what choices are there at this moment and where they lead. Theuser is offered a comprehensive overview of the electronic textbook 5and search capabilities to locate any desired content in the electronictextbook 5. If the user identifies a particular node 10 in theelectronic textbook 5, the user is offered a selection of the variouspaths that the user could take to arrive at the identified node, fromthe node the user is currently at. Of course, in an embodiment the usercan simply jump to the desired node, supported by an automatic facilityfor optional return to the jumping-off point. Alternatively, thiscapability can be blocked by a privileged user, as needed to avoid theuser getting confused or distracted by the other content in theelectronic textbook 5. Blocking this capability allows the privilegedusers (e.g. school authorities) to crisply and unambiguously design thetextbook, so that the sheer mass of material does not cause confusion ordistract the student from the primary path, and so, for example, theteacher knows what the student is accessing.

Index: The user is offered an index, comprising a complete list ofavailable nodes and connections in the electronic textbook 5, which canbe filtered by any applicable attributes. The index can highlightcategories of nodes, or categories of connections. The user is offeredrecommendations for paths, nodes or connections to visit, optionallysupported by comments (from the author or other users), based upon theuser's experiences so far. The user is offered “test your skills”questions that yield recommendations on what more may be important tolearn; and alternate paths provided by the author or other users.

Graphical and Tabular Display: This information can be displayed in avariety of ways. For example, orientation information can be displayedas a listing of connections, or as rows in a table or spreadsheet.Alternatively, orientation can be depicted graphically as a view of thenodes and connections. Similarly, an index can be offered as a table, orthe indexed nodes or connections can be highlighted in a graphical viewof the electronic textbook 5, or the indexed nodes/connections can bypulled to the foreground of the view.

Alternatives Portrayed in Nodes: The nodes in the electronic textbook 5also offer a range of options for portraying alternatives, such as thehalls of informed choice discussed above: a node can display therelevant choices at a junction; a node can welcome the newly arriveduser to a path or section; a node can show a wide range of alternatives;a node can include a listing of the next nodes on the present path, orthe previous nodes on the path. Of course, this information provided inthe nodes can alternatively be provided in the connections.

Restricting Connections to Connections: In an embodiment, connections toconnections are not allowed. In this embodiment, connections are limitedto denoting connections (including logical relationships) and textsattached to connections are meant for expanding on relationships andcommenting on those connections. In this embodiment, it is unwise toattach a great deal of material to a connection because later the usermight want to connect to that material and would not be able to do so.If the text in a connection gets too voluminous, it is preferable forthe user to break the material apart and put the bulk of it in a node.Information can be placed anywhere, but the preferred design is for theauthor to place all major branch points in a kind of node generallycalled a ‘junction” that is intended to facilitate connection. Junctionsinclude gateways, vestibules, galleries, logical “nexus points”, andnon-specific junctions. This also applies to users creating overlays, asdiscussed in further detail below. In an alternative embodiment, whereusers can connect to connections, these restrictions need not apply.

Written. Spoken and Video Formats: Although not shown in FIG. 3, asdiscussed above in an example embodiment the user is offered choices ofthe form of the content presented to the user, such as text, audio orvideo content. Each of these forms of content are presented in differentnodes, or alternatively in the same node for a given information item.The author can define separate paths through each of the differentoffered formats, or alternatively where the different formats arepresented in the same node may provide one path which captures allformats.

Color Blindness: The electronic textbook is a natural setting in whichto check for color blindness, evaluate its symptoms, and modify thecolor palette in diagrams and displays to best suit the user's needs. Inan embodiment, the user is first asked if she or he might be colorblind, or would like to check to find out. A positive response takesthem to an interactive graphic that guides them through a series ofsimple exercises that determine the color palette they can distinguish,their “functional color palette”. If they have any form of colorblindness, this palette will be comprised of only a subset of the usualrange of colors. If necessary this is supplemented by various fillpatterns and line patterns to fill out the requisite number ofdistinctions. The color-blind status and modified functional palette arestored along with the student's records. Where feasible, diagrams andexhibits provided in the electronic textbook will subsequently appearwith the student's modified palette.

Adapting to User Preference and Performance: The electronic textbook 5of an embodiment is adaptive, and can select the form of content thatthe user prefers. The user can explicitly indicate to the electronictextbook 5 which form of content the user prefers. Alternatively, theelectronic textbook 5 can automatically select the appropriate form ofcontent for a given node, based on metrics such as the user's pastselection of content form, or a measurement of the user's performance ontest questions that are based on a given form of content presentation.Thus, if the user selected for example to receive content in writtentext form, and then the user performed poorly on a skill test, theelectronic textbook 5 will present the user with the option to receivesubsequent content in a different form, such as audio or video.Similarly, if a user selected for example video content, and then theuser performed well on a skill test, then the electronic text book willdeliver subsequent content in the same format (here video).

Procedural/Rote and Intuitive Meaning: An author can represent contentin many ways: prose description, images, diagrams, outlines, proceduresof thought, memorization tools, examples, exercises, games, tables.Presentations can emphasize conventional procedures and routine ways ofthinking such as, grammar, vocabulary, definitions, facts andassumptions, standard problem solving methods and rote learning, andsearching for information. Alternatively, the author can emphasizeintuitive meaning by providing examples, reformulating narrativedescriptions into solvable problems, comparing and contrasting differentmethods of solution, demonstrating quick shortcuts that give approximateanswers, diagraming relationships, offering various kinds of games andexercises that manipulate objects on the screen, and so on. Bothapproaches have merits and ordinarily they should be combined, but theuser can choose to emphasize some ways over others.

Exercises Graded for Speed as Well as Accuracy: In an embodiment, inorder to encourage the student user to develop practical mastery ofskills and insights implicit in the material, exercises take the form ofinteractive games or challenges that are timed for speed as well asaccuracy. Games may involve techniques like approximation, selectingappropriate tools, and appreciating underlying relationships. In generalthese are not “word challenges” that reward the student for correctlyinterpreting the meaning of the words that present the challenge.Instead the user is rewarded for understanding intuitive meaning,recognizing relationships among elements of the situation, determiningwhich elements are significant and developing insights into how problemscan be solved. Emphasizing quickness and creativity helps the studentuser to wake up to new approaches. Repeating exercises of similar formathelps to stabilize new ways of understanding. These exercises aredesigned to be enjoyable as well as instructive.

Visibility: One way to control the association of nodes 10 to each otherin the electronic textbook 5 is to use the concept of visibility.Visibility refers to the subset of nodes and connections that arevisible to the user at any point of time. Ordinarily the entire documentis not visible. Instead the range of visibility may have been reduced inthree stages: what the user can potentially see according to theprevailing arrangement, what portion of this the author or otherprivileged users have arranged for the user to be able to see at thispresent point in the path, and what the user has chosen to see fromwithin that view.

Limiting Visibility to Improve Focus: Limited visibility has manybenefits. In a positive sense it focuses attention and adds clarity byshowing what is presently most relevant. In a negative sense it setsaside what the user is not supposed to see and whatever the author orother privileged user judges to be potentially distracting, disturbingor confusing to the user. At any time the user can select a wideperspective that shows all that is presently permitted.

Thus, a node 10 of an example embodiment contains connections to all ofthe other nodes 10 in the electronic textbook 5 which satisfy avisibility parameter. Any nodes 10 which fail to satisfy the visibilityparameter are not associated with each other. The visibility parametermay be defined in a variety of ways. The most straightforward visibilityparameter is an author or other user's express definition that a givennode, for example the node 10 b, is visible from some other node, forexample the node 10 a. Creation of a path (e.g. the paths 12, 14, 16, orthe user-defined path 18 discussed in more detail below) is an exampleof an express definition of visibility. Creation of a logical connectionsuch as the connections 12 c between two nodes is a further example ofan express definition of visibility. Any user following the paths 12,14, 16 or the user-defined path 18 will see the nodes 10 they aretraversing, and will also see the nodes 10 connected to these paths bythe logical connections 12 c.

Extending Visibility to Show Options: Additionally, the electronictextbook 5 can make visible nodes 10 not on the path being followed, norassociated by a defined logical connection to such nodes. For example,in the electronic textbook 5 there is no connection provided by thetextbook author between nodes 10 b and 10 f However, as the electronictextbook 5 is used by students, suppose that it turns out that severalstudents traverse from node 10 b to node 10 f on their own, withoutfollowing a path left by others. These traversals are recorded, asdiscussed in further detail below. In an embodiment, once a sufficientnumber of users make a transition from one node to another, thesetransitions cause a connection between those two nodes to become visibleto all users of the electronic textbook 5. In this example embodiment,every node 10 has a virtual association to every other node 10 in theelectronic textbook 5. Each virtual association has a weight assigned toit, representing for example the number of users who have transitionedbetween the two nodes. Once that weight crosses a visibility parameterthreshold, the virtual association becomes a visible connection betweenthe nodes that all users can see.

Sharing Comments to Inform Choice: In an embodiment, once thatconnection arises, some or all of the attributes and comments from thevarious user-defined paths are assimilated into the attributes andcomments of the newly-created connection. For example, the user commentsexplaining why they each chose to make the transition are made visibleto all users. The new connection can become part of an existing definedpath, such as the paths 12, 14 or 16. For example, if the majority ofthe users who made the transition were following the average path 12,then the new connection is incorporated into the average path 12. Thisfeature allows the defined paths through the electronic textbook 5 to beupdated and modified, based on the actual traversal patterns of thestudents using the electronic textbook 5 over time. As the studentsthemselves discover better ways to learn the material, those discoveriesare made visible to all future students.

Sharing Comments for the Sake of Classroom Communication: Byfacilitating each student's search for their ideal book, the electronictextbook encourages diverse student learning experiences. It's importantto promote appropriate communication that will counteract any confusionsarising from diversity and preserve the cohesiveness of the class. In anembodiment, the teacher can stay in touch by regularly accessingstudents' recorded comments. Also in an embodiment, students are able tokeep in touch with one another by sharing comments, describing theirexperiences and offering one another encouragement.

Comment Walls: In an embodiment, comments are available to everyone inthe user group on Comment Walls. The Comment Wall is a gallery displaythat assembles comments from all users in the group. As explained above,any user can attach comments to any node or connection in the electronictextbook. A “user group” can be defined to include, for example, thestudents in a class and their teacher. Any student user who hasnavigated to any location can view all comments that have been attachedto their present location, or that refer to a node or connection thatthey are considering as their next step. A user who is viewing anyComment Wall can optionally attach a fresh comment. Any student user canalso view all comments within the group, regardless of topic, on aCommunity Comment Wall, sorted by default with most recent commentfirst; however, if the Community Comment Wall becomes too much of adistraction for student users, a privileged user can withdraw permissionfor this option.

Facilitating Remote Participation through Entrainment: In an embodiment,the teacher traverses a path through the electronic textbook during eachclass and encourages the students to follow along with their ownequipment. Alternatively or in addition, the teacher may project thescreen image onto a larger screen for the class to view. In thiscircumstance, a student user who is unable to attend class in person forwhatever reason and is participating from a remote location can alsofollow on his/her own electronic textbook while listening to an audiobroadcast of the class. In this case, the remote student user'selectronic textbook is entrained to the teacher's, following every stepthat she takes and each keystroke that she enters. (Optionally,electronic textbooks in the classroom can also be entrained in thisway.) This setup permits the remote student to have a realisticexperience of the class, which can be supplemented through theelectronic textbook's ability to forward the student's comments to theteacher and to classmates.

Personalizing Visibility: Additionally, as noted above, the electronictextbook 5 can make some nodes conditionally visible. For example, theelectronic textbook 5 can define certain connections as visible to anyusers who score above (or below) a certain score on a test node, orvisible only to privileged users. The electronic textbook 5 of anembodiment can also provide indications of the relative visibility ofthe various nodes 10. Thus, nodes that have a high visibility score aredisplayed more brightly, whereas nodes with a low visibility score maybe displayed in a grayed-out or faded style, or using some other way ofsignaling that the node has a lower visibility score.

Adaptive Emphasis of Logical Connections: In a preferred embodiment,these spontaneously-generated connections are only allowed to arisewhere the author has anticipated the possibility of a spontaneousconnection due to a logical connection identified by the author. Atextbook author identifies the likely sources for the more probableconnections, such as regional or cultural knowledge, the same topic atdifferent levels of performance, the same topic in procedural andintuitive ways, the same problem solved differently, or reference toglossary or definition. Where a possible linkage can be anticipated andunderstood by the author, the author permits this connection to becomevisible if enough users traverse it. For instance, if more students goto advanced and/or remedial material or go from procedural material tointuitive material and examples; or go from one approach to solving aproblem or another, or to the glossary or to a definition, then theelectronic textbook can benefit the student by promoting the visibilityof those paths. Also whenever the author offers a junction, andespecially when it is a major one, it is a natural idea to displayfrequency of choices made by users in a useful way. When the link is byunstructured association not anticipated by the author, by contrast,allowing spontaneous connections might disorder the experience of thetextbook. In alternative embodiments, however, where users are givenmore freedom to form their own associations, spontaneous connections arepermitted between any nodes, as discussed above.

Arranging Tie-Ins for Supplementary Material: Turning to FIG. 5, theauthor can also incorporate tie-ins in the electronic textbook 5. Forexample, at node 10 g, the author inserts a tie-in, to indicate anappropriate location for others to insert additional content into theelectronic textbook 5. This additional content could be content tailoredto a given user community, such as a school district, a school, or anindividual teacher's classroom. For example, for a textbook discussingthe history of the Spanish missions in California, the author includes atie-in indicating that the node 10 g is an appropriate place for aschool district to insert additional content, such as the L-nodes andconnections 14 c shown in FIG. 5, about the particular Spanish mission(e.g. Mission San Juan Capistrano) located nearest the district. In theexample of FIG. 5, this tie-in is located on the advanced path 14, butof course these tie-ins can be located on any or all of the paths 12,14, 16 in the electronic textbook 5.

Interlinking Electronic Textbooks: These tie-ins can even incorporateone or more entire additional electronic textbooks created according toembodiments of the invention. This allows for an entire series ofelectronic textbooks to be seamlessly melded together into a singleelectronic textbook 5, covering an entire multi-year curriculum for agiven subject matter. Thus, a school could present the entire K-12mathematics curriculum to its students as a single electronic textbook5. This would allow the students to proceed at their own pace acrossmultiple years of education, picking up where they left off the prioryear in each instance. Through use of skills tests as discussed above,such an electronic textbook 5 captures any loss of skills over a breakin the student's education, such as over a summer break. The electronictextbook 5 can then direct the student to the appropriate remedialinstruction, by switching the student to the appropriate path throughthe electronic textbook 5.

Paths, Comments and Additions: Once the author has completed preparationof the electronic textbook 5, the electronic textbook 5 is madeavailable to other users. These users can include the ultimate endusers, such as the students who will use the textbook 5 as a learningtool. Additionally, these users can include privileged users, such as astate, county or local school board, a school district, an instructor,or a school or university. In rare cases, legal issues associated withaspects of the book may bring in the judicial system as well. Each userto whom the textbook 5 is made available has the ability to navigate thetextbook 5 and to add comments and additional content to the textbook 5.A privileged user, such as an instructor, may use this facility totailor the textbook 5 to regional, local, and even personal needs.Beyond this, each individual user has the capability to add material inthe form of personal comments and notes and also to share material withother users. The textbook 5 becomes a personalized textbook for eachuser. Alternatively, as discussed further below, with reference to FIGS.7 and 9, the user's comments may be saved separately as an overlay 41.

Recording User Choices. Comments and Interactions: Turning to FIG. 6, auser begins using the textbook 5 at node 10 a, where the user answersthe initial test questions. In this example, the user's answers indicatethat the user is best suited to begin on the average path 12. The user'spath through the textbook 5 is indicated by the reference 18. When theuser interacts with node 10 a, the user is given the opportunity toprovide comments regarding his/her decision to visit this node. Thosecomments are stored as part of the user's path 18 through the electronictextbook 5. The user's interaction with the node 10 a is also stored aspart of the user's path 18. Thus, the information the user accessed istracked, including the responses the user gave to the test questions.This information is made available for use by the privileged users, orby other users of the electronic textbook 5. The scope of access of thisinformation may be configured, either by the author, by privilegedusers, or by the user using the textbook 5. For example, access to theinformation could be restricted just to the user, or just to the userand designated privileged users such as the instructor for the class orthe user's parents, or could be made available to all of the students inthe same class.

Templates for Comments: The user is optionally permitted to select anypath leaving node 10 a. Alternatively, the user is guided to the averagepath 12, or even required to follow the average path 12. Theconfiguration of node 10 a, including indications of which other nodes10 the user is allowed to traverse to, may be done by either the author,or by one of the privileged users identified above. In this example, theuser then navigates to node 10 b, along the average path 12. Again, theuser is given the opportunity to provide comments regarding her/hisdecision to traverse the connection between the nodes 10 a and 10 b,including for example reasons why the user chose not to follow the otherconnections out of node 10 a. In an embodiment, these comments arefree-form reactions or personal notes, with most of the usable feedbackfor the author coming from the frequencies with which paths are chosen.Alternatively or additionally, the comments may be collecting usingstandardized templates for data entry that would result in commentsfriendly to generic treatment by search engines to create populationstatistics (e.g. the template could be formatted as a form to fill out).For example, in a shared environment such as the overlays discussedbelow, with reference to FIGS. 7 & 9, the standardized template could bedeveloped by a search provider and made available to the users creatingthe overlays. In the textbooks for use in the earlier grades, bycontrast, this kind of structured comment sharing may be distracting tothe student. At higher grade levels, where students benefit more fromshared learning experiences, standardized templates can be provided.Alternatively, as discussed further below, with reference to FIGS. 7 and9, the user's path 18 and associated comments may be saved separately asan overlay 41.

Upon arriving at node 10 b, the user processes the content stored innode 10 b. For example, the user reads the text for node 10 b, or viewsa video or image, or listens to an audio presentation regarding thecontent of node 10 b. As discussed above, the user optionally chooses aformat for the content of node 10 b that the user desires to receive,such as text, audio, image or video format for the information in node10 b. Node 10 b contains several connections to other nodes 10 in theelectronic textbook 5. There is a sequential connection 12 from node 10b to node 10 k, along the average path 12. There is also a pair ofconnections 12 b from the node 10 b to the node 10 c and back. Finally,there are two logical connections 12 c, one from node 10 b to node 10 jon the advanced path 14, and a second from node 10 b to node 10 i on theremedial path 16.

Reviewing Comments and Personalized Access: In an example embodiment,the user is presented with all of these connections, and allowed tochoose which connection she/he wishes to follow. The user may review anycomments left by the author, privileged users, or other users whopreviously travelled along any of those connections, to aid the user indeciding which connection to take. Alternatively, some of theconnections from node 10 b are obscured, such that the user cannot seethem. These obscured connections may be made available only toprivileged users. The privileged users are permitted to traverse theseconnections, and make the connections available to other users.Alternatively, some of the connections are made available only to userswho first complete a task such as reading a text, viewing an image orvideo, listening to an audio recording, or responding to a test questionin the node 10 b.

In the example of FIG. 6, the user, upon visiting node 10 b, decides toinvestigate the content of node 10 i on the remedial path 16. Node 10 iis identified in node 10 b as a logically-related node 10. For example,the user decides that he would like additional information about thesubject matter of node 10 b, and identifies node 10 i as a helpfulsource of additional information. In one example, the user reviewscomments left by other users who visited node 10 b, and decides based onthose comments that node 10 i is likely to contain additional usefulcontent for the user to review, in order to learn the subject matter ofthe electronic textbook 5. Alternatively, the user is presented with apreview of the content at node 10 i, or simply with a title indicatingthe content located at node 10 i. The user is given the opportunity torecord comments as to why the user chose to visit the logically-relatednode 10 i, rather than continuing on the path 12. These comments aresaved into a database associated with the electronic textbook 5.Alternatively, as discussed further below, with reference to FIGS. 7 and9, the user's path 18 and associated comments may be saved separately asan overlay 41. Thus the user is, in an embodiment, permitted to changepaths even in nodes which do not include test questions as discussedabove.

User-Contributed Content: The user visits node 10 i, reviews andprocesses the content located in that node, and leaves any furtherdesired comments. In this example, the user decides that the content atnode 10 i should be augmented. For example, the user in reviewing thecontent at the node 10 i realizes that the content is related to othercontent the user is aware of, which is not in the electronic textbook 5.Alternatively, the user concludes that the content at node 10 i isincomplete, or difficult to follow, or out of date, or overlysimplified. Thus, the user determines that his own educationalexperience, or the educational experiences of other users, would beenhanced by providing the additional content.

In one embodiment, the user is not permitted to revise the contentstored in node 10 i, for example because the user is not the author ofthe electronic textbook 5. The user is, however, permitted to add nodes10 to the electronic textbook 5, to personalize the textbook 5. The userthus adds the U-node 10 j to the electronic textbook 5, containing theadditional content identified by the user. If the user is permitted tomodify the content of the node 10 i, for example if the user is aprivileged user or the author of the electronic textbook 5, then theuser optionally updates the node 10 i with the updated content, insteadof creating a new node 10 j with that content.

In an embodiment, adding the node 10 j to the electronic textbook 5occurs automatically, as a result of the user visiting the node 10 j,for example by navigating to it. The electronic textbook 5 automaticallyrecords the user's connection to the node 10 j by capturing thatconnection when the user uses it to navigate to the node 10 j. Theelectronic textbook 5 also captures the content of the node 10 j, andincorporates it into the textbook 5, for example by storing the contentin a database containing the textbook. Alternatively, the electronictextbook records only the connections to the content and does not recordthe content itself. Alternatively, the user expressly specifies one ormore connections between the new node 10 j and other nodes 10 in theelectronic textbook 5. Alternatively, as discussed further below, withreference to FIGS. 7 and 9, the node 10 j and associated comments may besaved separately as an overlay 41.

The user then adds any desired comments, such as an explanation of whythe user visited the new content, why the user wanted to add the newcontent to the textbook 5, or the like. When the user leaves the node 10j, and returns back to the previously existing nodes 10 in theelectronic textbook 5, the return path is also automatically capturedand stored in the electronic textbook 5. In the example of FIG. 6, theuser goes back to the node 10 i after visiting the new node 10 j.Alternatively, the user may be presented with other nodes 10 to visitinstead of the node 10 i. For example, the user could be presented witha list of all nodes 10 that are visible from the node 10 i that the usermost recently had visited, thus giving the user more flexibility indeciding where to go next in his educational journey of exploration.

User-Contributed Connections: In the example above, the added contentwas not already in the electronic textbook 5. In another alternativeexample, the user realizes that the content at the node 10 i is relatedto other content that is located in the electronic textbook 5. In thisexample, the user simply adds another connection to that content, forexample by navigating to that content, and then provides any desiredcomments indicating for example why the user made the connection.

Accessing a Glossary: In a related context, the electronic textbook 5can include a glossary (not shown), which provides definitions of keyterms used in the electronic textbook. The user, wishing to understandthe meaning of a term, can click on the term and be taken to theglossary definition. This glossary definition is stored in a node 10 ofthe electronic textbook 5. Thus, the user's traversal to the node 10 ofthe glossary, and back, is stored as part of the user's path 18 throughthe electronic textbook 5.

Bypassing Test-your-Skills: From the node 10 i, the user continuesbuilding the path 18 through the nodes 10. The user, having chosen toswitch from the average path 12 to the remedial path 16, continues onthe remedial path 16 to the node 10 f, for additional remedialinstruction. After reviewing and processing the content of node 10 f,the user is presented with another option, to either continue on theremedial path 16 to the next node 10 on that path, or alternatively toproceed on the path 16 a to the test node 10 e. In the exampleembodiment shown in FIG. 6, the user is further given the opportunity tobypass the test node 10 e and proceed directly back to the average path12.

Users are permitted to bypass test nodes for a variety of reasons. Forexample, where the user starts on a given path (such as the average path12) and then chooses to deviate from that path, the user is permitted toreturn to the path originally selected at any time. Alternatively, theuser may be permitted to skip over test nodes as desired, even if theuser is not returning to a path previously followed. Alternatively, theuser may be permitted to navigate to any node that is visible to theuser, as discussed above, even if doing so would bypass a test node.

Once the user navigates to the node 10 k, the user then follows theaverage path 12 through the remaining nodes 10 in the electronictextbook 5, until the user reaches the end of the average path 12. Alongthe way, the user is permitted to provide comments for each node 10visited, and for each step along her/his path 18. These comments caninclude the user's reactions to the content of the nodes 10, the user'sreasons for selecting the steps of the path 18, or other comments asdesired by the user.

Revisiting the Path Taken: At any point during the user's traversal ofthe path 18, the user optionally may revisit his/her path 18, provideadditional comments about previously visited nodes 10, edit or removepreviously recorded comments, and edit or remove any of the connectionson the path 18, or any nodes 10 or other content added by the user.Alternatively, some or all of the user's ability to modify or removecontent may be constrained. For example, it may be helpful for a teacherto understand the complete path a user travelled through the electronictextbook 5, even though the user wanted to conceal an aspect of thepath. This would give the teacher a better understanding of the user'sactual educational journey.

Privacy: As the user is traversing the nodes 10 of the electronictextbook 5, and creating the path 18, this path is saved by theelectronic textbook 5, along with the user's comments. Alternatively, asdiscussed further below, with reference to FIGS. 7 and 9, the user'spath 18 and associated comments may be saved separately as an overlay41. The path 18 and the user's comments may be secured as private to theuser. Alternatively, the path 18 and the users' comments are provided toother users of the electronic textbook 5. For example, the path andcomments are provided to the user's teacher, so the teacher can monitorthe user's progress through the electronic textbook 5 and provideadditional instruction where needed. Similarly, particularly where theuser is a primary or secondary school student, the user's path may beprovided to the user's parents, so that the parents can monitor theuser's progress and provide assistance where needed.

Advantages of the Electronic Textbook: Each User's Ideal Book: Theelectronic textbook 5 of an embodiment provides a number of advantagesover conventional textbooks. Student users are diverse. Boys and girlsare distinct and have different learning styles. Students vary inability, preparation, experience and relative facility with differentforms of learning, such as text-based (verbal) or image-based (visual)learning styles. Students' experiences vary by locality, familyenvironment and language at home. An author can use the electronictextbook 5 to deliver an ideal book to each of a wide variety ofstudents, with each student exploring and discovering the book that bestfits him or her. The electronic textbook 5 contains enough diversematerial to provide a path through the electronic textbook 5 thatreflects a book tailored to each student's educational needs andpreferred way of receiving educational content. The electronic textbook5 provides content in the nodes 10 which informs the student's choiceswell enough to permit the students to find their own preferred path(i.e. book) amongst all of the other possible paths contained within theelectronic textbook 5. This variety allows the author to create a betterbook for the students than any traditional linear textbook, because theauthor can offer the students choices and can help the students discoverthe instructional material that best reaches each student.

Advantages of Tie-In Points: As discussed above, the electronic textbook5 need not supply the entire universe of material on a given subjectmatter, for all students. Instead, the electronic textbook 5 providestie-in points where other privileged users such as school districts cansupplement the electronic textbook 5 with local material. This is anadvantage of the electronic textbook 5 of an embodiment; it isarrangeable by multiple users. Furthermore, privileged users can extendthe tie-ins by defining additional tie-in points that allow otherprivileged users to further tailor the educational content. For example,the state's board of education can define tie-in points where a localschool district may tailor content. The school district can definetie-in points where a school may tailor content. The school can definetie-in points where a given teacher may tailor content. The teacher candefine tie-in points where students and family members may tailorcontent. Thus, each level of authority can provide as much or as littleflexibility as desired for subordinate users to supplement theelectronic textbook 5.

Advantages of Paths at Average. Advanced. and Remedial Levels: Asdiscussed above, the electronic textbook 5 has multiple pre-definedpaths 12, 14, 16 and also additional user-defined paths such as the path18. This feature allows the electronic textbook 5 to satisfy the needsof a diverse student population. For example, the primary path throughan electronic textbook 5 is the average path 12, which is designed bythe author to be most suitable for average students. Along the way, atsuitable points as discussed above (e.g. nodes 10 c or 10 k of FIG. 3),advanced topics are offered as optional choices to the student. As aresult, advanced and interested students will learn more and learn moreactively, by being engaged in their own education. They naturally selectthe advanced options, find them interesting, and settle onto an advancedpath while also covering the average material. The advanced path 14offers even more advanced material, and is suitable for higher levelcourses.

Remedial support can be offered in a friendly way, promisingclarification and more extensive examples. Thus, the nodes 10 on theremedial path 16 contain additional clarifying and explanatory content.These nodes 10 can also include additional connections to additionalnodes which supply even more examples or clarifying content. Theseclarifying nodes can be made available to the other paths 12, 14 aswell. One example of this is the node 10 c above, which providesclarifying content to users on both the average and the advanced paths(12, 14). By providing the user with multiple interconnecting pathsthrough the electronic textbook 5, the user is empowered to tailor thecontent to the user's comfort level, by changing paths or selectingoptional nodes 10 as the user's comprehension of the material fluctuatesthrough the user's traversal of the electronic textbook 5.

The remedial path 16 is also available as an initial path through theelectronic textbook 5. Users that are identified as needing simplifiedmaterials, such as those with learning difficulties, or those with lowscores on an initial test (e.g. the test in node 10 a above) will followthe remedial path 16. Users on this path will ordinarily see simplercontent, exercises and test questions. However, these users are alsopresented with richer optional content, which comprise examples on theaverage path 12. Those examples may permit the remedial user to continuenavigation along the average path 12, or alternatively may restrict theremedial user to returning back to the remedial path 16 after the userhas processed the richer optional content.

Self-Correcting Paths: Fixed Thresholds: Another advantage of thetextbook 5 of an embodiment is that the paths 12, 14, 16 areself-correcting. For example, assume that the author creates anelectronic textbook 5 with an average path 12 that turns out to be toodifficult for the average student. As the students use the electronictextbook 5, they will naturally drop down to the remedial path 14. Overtime, the number of users of the electronic textbook 5 using theremedial path 14 will increase. This use pattern can be detected by theelectronic textbook 5, and the electronic textbook 5 can adjust thedefault paths accordingly. For example, the electronic textbook 5 canexamine the usage volumes for each node, or connection between nodes,and assign the path with the most traffic as the average path 12.Similarly, the electronic textbook 5 can adjust the paths based on othermetrics, such as average test scores for users taking a test at anygiven node, or combination of nodes. Thus, the path favored by users whoscore highly on the test nodes can be designated the advanced path 14,whereas the path favored by users who score poorly on the test nodes canbe designated the remedial path 16.

Self-Correcting Paths: Adaptive Thresholds: In another embodiment, thethreshold test scores are self-correcting. Observing the subsequentperformance of users juxtaposed with their initial test scores, if forexample, the lower threshold for the average path 12 was 80, but it wasdiscovered that students who scored between 70 and 80 on the testusually transitioned quickly to the average path 12, then the thresholdcould be lowered to 70.

Elevating Students to Advanced Material: As discussed above, theelectronic textbook 5 of an embodiment includes nodes 10 which test theuser's comprehension of the material. These tests provide a usefulfeedback to a user of the electronic textbook 5. Sometimes, a user willnot realize that they do not understand a particular aspect of thesubject matter being taught. The test nodes allow the electronictextbook 5 to guide these users to the support they need. The test nodesalso allow the electronic textbook 5 to elevate more advanced users tothe more challenging material, to ensure that the advanced users retaintheir interest in the material, and are challenged by the material.

Refocusing Students on Remedial Material: In an embodiment, the testsare required for users who are having difficulties with the material.Additionally, the electronic textbook 5 can provide additional nodes 10which are also required for the user to review and process, if the useris having difficulties. The electronic textbook 5 can, for such nodes,disallow or disable the user's ability to travel to other nodes in theelectronic textbook 5, until such point as the user has demonstratedmastery of the subject matter the user was having difficulty with. Forexample, the user may be required to review the additional nodes 10 andthen answer further test questions, before the user is permitted tonavigate out of the series of remedial nodes 10. If the user continuesto have difficulties, and makes further mistakes in the tests, then theuser can be transitioned to still further nodes 10, which includespecial content directed to helping the student figure out why thestudent made a particular mistake. Once the electronic textbook 5identifies the reason for a user's mistake, the electronic textbook 5then takes the user to remedial content tailored to the reasons for theuser's mistake. This content is followed up with another test exercise,to confirm that the user has learned the material.

Remedial Resources for All Students: These same content nodes 10 andtest nodes 10 are also made available to users who are not havingdifficulties, should those users wish to navigate to these nodes foradditional information. However, such users are not required to reviewthese nodes 10, and are permitted to navigate away from these nodes 10at any time once they begin reviewing them. This is one example of howthe electronic textbook 5 of an embodiment presents content that istailored, or fine-tuned, as the user reads the electronic textbook 5.

Adapting the Path to Performance: As a user's performance on theexercises or tests in the electronic textbook 5 varies over the courseof the user's navigation through the electronic textbook 5, the level ofchallenge of the tests and exercises can be dynamically adjusted. Thus,a user can begin navigating through the electronic textbook 5 as aremedial user, following the remedial path 16, and end up as an averageuser following the average path 12, without ever being expressly toldthat the user has changed paths to a more challenging path. Thus, a userwith anxieties about his or her learning ability is not scared off fromthe content by concerns that the content is not appropriate for the user(i.e. it is “too hard” or “only for the smart kids”). Instead, the usersimply experiences a default or recommended path through the content asit unfolds.

In an embodiment, as a user progresses through the content, completesexercises, takes tests, and makes choices to view more or less advancedmaterial, the electronic textbook 5 adjusts the recommended pathpresented to the user, to factor in these dynamic variables. Thus, if auser performs well on exercises and tests, and is consistently selectingadvanced optional content to view, the electronic textbook 5 canrecommend more advanced content for the user to review. This selectioncan take the form of an express primary path switch, to elevate the userto the advanced path 14, for example. Alternatively, this selection cantake the form of making visible more nodes 10 on the advanced path 14,or increasing the visibility level or priority listing of nodes on theadvanced path 14, using the visibility metrics discussed above.Similarly, if a user performs poorly on exercises and tests, and isconsistently selecting remedial optional content to view, the electronictextbook 5 can recommend more remedial content for the user to review.

Choices Regarding Modes of Instruction: The electronic textbook 5 alsooffers different forms of instruction, as discussed above. Thisinstruction can emphasize words and verbal logic, or it can emphasizeimages and kinesthetic/visual experiences. The user's choices inselecting content to review will disclose their preferred forms oflearning. The electronic textbook 5 records these selections, and usesthem to make recommendations to the user as the user visits furthernodes 10 in the electronic textbook 5. The electronic textbook 5 is thusable to help users better comprehend the instructional material, bypresenting material in a format tailored to each user.

Analyzing and Adapting to Performance and Preference: The patternsidentified by the electronic textbook 5, including the performancepatterns and content format patterns discussed above, are used by theelectronic textbook 5 to provide further recommendations to the user.For example, when a user completes a module, a given electronictextbook, or a grade level, the patterns are retained and re-used toprovide recommendations for the next module, electronic textbook orgrade level. Thus, in an embodiment the initial test questions presentedin node 10 a need only be presented for the very first interaction auser has with the subject matter of the electronic textbook. Allsubsequent interactions with that same subject matter, for example asthe user progresses through the different grade levels (K-12) in asubject such as mathematics, are governed by the user's prior patternsas recorded and retained by the electronic textbook 5. Thus, a user whocompletes a first grade electronic textbook of an embodiment of theinvention on the advanced path will automatically be started on theadvanced path of the second grade version of the electronic textbook.Similarly, a user who has demonstrated a preference for visual contentwill be offered visual content in the second grade electronic textbookas well.

Multi-Media Textbook: The electronic textbook 5 of an embodiment is amulti-media textbook. Thus, an electronic textbook 5 can provide bothvisual and auditory materials, as well as, with use of appropriatesensors such as a haptic feedback device, materials that stimulate touchor other human senses. Auditory recordings can be the primary format fordelivering the educational content. Thus an electronic textbook 5 candeliver rich educational content to users who cannot process visualmaterials well, for example because the user is illiterate orvision-impaired. The auditory electronic textbook 5 can also presenteducational content that is historically audio-based, such as oralhistories or stories. Alternatively, the auditory content can besupplemental or optional, as discussed above. One particularly usefulway to incorporate auditory content is to provide a tie-in point for ateacher to create a new node 10 (or update an existing node 10) with arecording of the teacher's words of explanation or encouragement fortheir own students. This provides the user (who may be a young child insome embodiments) with a familiar and supportive teacher's voice. Thiswould be a heartening experience for the user during the user's studiesor homework sessions. Similarly, a family member could record words ofencouragement that would appear periodically, such as at the end of atest or a module, to further motivate the user to succeed. Of course, avideo recording could be included in addition to an audio recording.

Guides for Teaching: The ability for an electronic textbook 5 of anembodiment to offer a variety of paths through the same content alsohelps guide other users of the electronic textbook 5. For example, wherethe user is a juvenile student, the user's parents and other familymembers will often want to help the student understand the material. Theparents may have a good understanding of the subject matter the studentis learning, but they may lack the ability to explain it clearly orteach through simple examples. The electronic textbook 5 of anembodiment provides a parent path through the material, which containsexplanations of the material tailored to facilitate a parent's effortsto explain the material to his or her child. This parent path can be apath through additional or separate nodes 10, or it can be an overlay ofcomments onto the path (e.g. paths 12, 14, 16) that the student user isfollowing. The comments can come from another user, such as the child'steacher, the author of the electronic textbook 5, or an author of astudy guide which accompanies the electronic textbook 5. The commentsfor the parent path can be different from the comments for the studentpath, even for the same node 10. This is another example of how thecontent of a node 10 is tailored or presented in a context-sensitivemanner, based on the path the particular user followed to arrive at theparticular node 10. The parent user following the parent path can, ofcourse, navigate to the student's path (12, 14 or 16) as needed for theparent to understand the material sufficiently to assist the studentuser. This example of two parallel paths for the student and the parentillustrates the use of structured connections (a subtype of logicalconnections), which can be usefully offered in a special way (forexample side-by-side displays in the textbook reader 21 of FIG. 4.)Similarly, an author of the textbook 5 can include a path through thenodes 10 of the textbook 5, or an overlay 41 as discussed in furtherdetail below, which contains comments intended for the teacher. Thispath provides a teaching guide, incorporated in or associated with theelectronic textbook 5.

A Learning Resource for Teachers: An electronic textbook 5 according toembodiments of the invention, as discussed above, is also a usefullearning tool for the classroom teacher. The electronic textbook 5presents a variety of different learning paths through the subjectmatter. The electronic textbook 5 further provides a variety ofdifferent learning formats, and caters to diverse learning skills. Ateacher following these learning paths and absorbing these learningformats and skills will use the electronic textbook 5 as an educationaltraining tool. The teacher, by studying the electronic textbook 5 andfollowing the diverse paths through the electronic textbook 5, learnshow to give personalized instruction to each individual student based onthe student's identified individual needs.

Extending beyond a Single Course: Because the electronic textbook 5 ofan embodiment can be modified or extended, the electronic textbook 5 isnot limited to a particular subject or a particular grade level, as isthe case with traditional textbooks. An author can create a singleelectronic textbook 5 containing an entire course of study for aparticular broad subject matter, for example mathematics, beginning withthe very basic concepts of kindergarten mathematics (e.g. basic countingand addition) and concluding with advanced mathematical conceptssuitable for high-performing 12th grade students (e.g. calculus ordifferential equations). The same electronic textbook 5 is then used toteach this subject to the users throughout their careers as K-12students. This allows each student to find his or her own skill levelwith the material, year after year. Each student is able to move at hisor her own pace through the material. Each student is able to review thematerial he or she learned in prior years, even where there have beensignificant breaks in the educational progress of the student, forexample a break between grade levels such as a summer vacation betweentwo primary grade levels. The students are able to maintain a continuouscourse of study across multiple grade levels, because they use the sameelectronic textbook 5, tailored to the student's individual learningstyle.

Intuitive Meaning as well as Rules and Procedures: In one exampleembodiment of an electronic textbook 5, pertaining to mathematics texts,existing math textbooks generally focus on teaching rules and proceduresrather than fostering intuitive knowledge of the meaning and usefulnessof the material. The electronic textbook 5 of an embodiment offersmultiple different instructional paths through the nodes 10 of themathematics electronic textbook 5. These paths include a first pathwhich supplies the conventional rules and procedures for learningmathematics. These paths also include an alternative, intuitivelymeaningful second path that dovetails with the conventional proceduralinstruction on the first path. These two paths intersect at particularnodes 10 which teach key concepts necessary for all students to learnthe material (e.g. 2+2=4). However, the intuitively meaningful secondpath provides additional or alternative nodes 10, which rely on teachingby experience rather than teaching rules and procedures. This secondpath allows the student to experience for her/himself how counting andcalculating reveal useful qualities of our world, and how numbers can beused for calculation and communication.

The alternate second path can be optional, with the expectation thatmany teachers will present it systematically as supporting material. Itcan also serve as the sole acceptable teaching method for certainstudents who do not do well with the procedural approach. The studentmay be impatient with a rule-based unintuitive mindset, as the greatgenius Albert Einstein was in his school years, or may be forced to relyprimarily on intuition because of a disability such as dyslexia oranxiety about math.

Reporting Progress when Appropriate: Electronic textbooks according toembodiments of the invention are administered to allow other users toobserve and address the student users' progress. The electronic textbook5 can, in an embodiment, be distributed to individual users, for exampleby being downloaded to a given user's computer, tablet or other suitableelectronic device. The electronic textbook 5 may periodically reportdata back to other users such as the teacher, or it may alternatelypreserve the user's information strictly private. This permits the userto exercise more control over access to the user's stored information,such as the user's comments, test results, progress through theelectronic textbook 5, etc.

Alternatively and preferably, the electronic textbook 5 of an embodimentis stored in a centrally-accessible location, available to an entirecommunity of users. For example, the electronic textbook 5 is stored onand made available from a computer connected to a network such as theInternet. In this embodiment, the teacher can access each student user'sengagement with the electronic textbook 5. The student user's paththrough the electronic textbook 5 and the choices that the student usermade are important indications of how well the student user is learningthe educational content, as well as indicating which formats for thematerial (e.g. textual, audio, video) are most beneficial to the studentuser. Making these records available to the teacher provides a reliablefeedback mechanism to the teacher. Providing the electronic textbook 5at a centrally-accessible location is also useful in connectingwidely-separated users, such as home-schooled students, or studentslocated in geographically remote regions.

Information Transmitted to the Teacher: Thus, m an embodiment, theteacher can access the student's path through the various nodes 10. Theteacher can observe any other metrics stored by the electronic textbook5, such as the time each user spent visiting each node 10, the commentsthe user left as he or she traversed the electronic textbook 5, or theuser's performance on exercises or tests. Furthermore, other diagnosticcalculated data can be reviewed, such as indications of whether the useris classified as remedial, average or advanced, whether the user isfollowing a procedure-based path or an instruction path based onintuitive understanding, or whether the user is selecting textual, audioor video formats for the instructional content. The electronic textbook5 calculates this information as part of recording the student's paththrough the material, and to support the various recommendationsdiscussed above. By storing the electronic textbook 5 in an accessiblelocation this information can be opened up to other users in thecommunity, such as teachers, parents or administrators.

“Wrappers”: For example, in an embodiment, the student usersystematically prepares focused comments known as “wrappers” forpersonal benefit that are also made available to the teacher. Forinstance, these can be prepared after each exercise, test your skillsexam and after the completion of each chapter of the electronictextbook. Wrappers can also be submitted at any point where the studentaccomplishes an expressed goal or turns away from a goal. The wrapper isa form of reflection on personal involvement that should be preparedsoon after completing a project or receiving feedback on performance, Awrapper can address such aspects as prior study strategies, experiencesduring the event, analysis of mistakes, and intent to modify studystrategies. Submitting the wrapper to the teacher, parent or mentorcreates an opportunity to receive feedback, support and useful advice.

Alternatively, a middle ground may be implemented, where the electronictextbook 5 is stored in a centrally-accessible location, and thediagnostic data on the user's traversal through the electronic textbook5 is also stored in a centrally-accessible location, but where theuser's comments and additional nodes 10 added to the electronic textbook5 are stored locally as an overlay, such as the overlay 41 described infurther detail below with reference to FIGS. 6 & 7.

Management by Multiple Levels of Administration: Additionally, asdiscussed above the electronic textbook 5 of an embodiment is managed bymultiple levels of administration, including for example a state boardof education, a local school board, a school, an administrator such as aspecial resources or special needs coordinator for special needsstudents, and an individual teacher. Each of these entities is allowedto provide input on matters such as approval of content, approval ofinstructional formats, approval of content format (e.g. text, audio orvideo), addition of tailored instructional content, addition ofcomments, addition of alternative content formats or instructionalformats, etc. Furthermore, in an embodiment there is a hierarchy of suchentities, such that a superior level entity is allowed to make decisionsabout which features of the textbook 5, such as particular nodes 10 orpaths 12, 14, 16 are required to be included in the textbook 5, oroptionally may be included in the textbook 5, or are prohibited from thetextbook 5. Inferior entities are then allowed the flexibility tofurther modify the available content, within the parameters establishedby the superior entity.

Thus, for example, a state board of education could determine that aparticular set of nodes 10 and paths 12, 14, 16 was required in alltextbooks on a given subject within the state. The local school boardcould then determine that additional nodes 10 and connections 7 in thepaths 12, 14, 16 were required in all mathematics textbooks used in thatdistrict. The local school board could further determine that individualschools and teachers were permitted to add tailored content to certainnodes 10, but were not permitted to add tailored content to other nodes10 for which the school board wanted to enforce a common core curriculum(e.g. for nodes 10 directed to preparation for a district-wide test, forwhich it was considered important that all students be given the samepreparation).

This regulatory structure is provided, in an embodiment, by allowingeach administering entity to arrange properties for each node 10 orconnection 7 in the paths 12, 14, 16 in the electronic textbook 5. Theseproperties include, for example, whether the node or connection ismandatory, optional, or prohibited, whether modification of the node orconnection is permitted, whether additional nodes or connections can beadded to the node, whether comments can be added to the node orconnection, whether content formats can be added to or removed from thenode, whether the node or connection is visible, or can be made visibleas discussed above, etc. Separable User Overlays: In example embodimentsdiscussed above, the electronic textbooks included both the nodes 10 andthe connections (e.g. paths 12, 14, 16) between the nodes 10, and thepaths (e.g. path 18) followed by users navigating the nodes 10. In analternative embodiment, the connections and/or the paths can bemaintained separately, as an overlay to the electronic textbook 5, suchas the overlay 41 discussed in further detail below with references toFIGS. 6 & 7. This allows users to make their own private overlays whichthe user can store securely and separately from the underlyingelectronic textbook 5. The user also can distribute the overlayseparately from the textbook 5. This also allows authors to constructdifferent electronic textbooks which each rely on some or all of thesame underlying set of nodes 10 for the underlying content. For example,an author can construct a remedial textbook, an average textbook, and anadvanced textbook all relying on the same set of nodes 10 as shown inFIG. 1. The remedial textbook includes the nodes 10 and the remedialpath 16. The average textbook includes the nodes 10 and the average path12. The advanced textbook includes the nodes 10 and the advanced path14. Alternatively, the author can simply distribute the electronictextbook including just the nodes 10 to all users, and then separatelydistribute the appropriate path 12, 14, 16 as an overlay to theelectronic textbook 5, tailored to each user's particular needs.

Overlays Can Be Shared: The overlays of an embodiment are also usefulfor the users to make comments on the electronic textbook 5 as discussedabove, including for example taking notes to assist the user inreviewing the material. As discussed above, comments can be appended tothe nodes 10 or connections 7 or the paths 12, 14, 16, 18. In anembodiment using overlays, the comments are provided as a separateoverlay to the electronic textbook 5. The comments then can beseparately stored and distributed to other users, without requiringdistribution of the electronic textbook 5 itself. The comments can bejuxtaposed to the nodes, connections or paths that they relate to, byany user with access to both the comments and the underlying electronictextbook 5. The user can navigate through the comments and theunderlying electronic textbook 5 at the same time. Additionally, theuser can review the comments independently of the electronic textbook 5,as desired. In an embodiment, the user can review the comments overlay,and then navigate to the underlying node, connection or path to whichthe comment applies, for example by clicking on the comment.

Overlays as Study Guides: These comments can also be distributed toother users as a study guide. A user, such as a particular student, or ateacher, or even the author of the electronic textbook 5, can create aseparate overlay containing comments about the instructional material inthe electronic textbook 5. The overlay is tied to the nodes, connectionsand paths in the electronic textbook 5 (or in other overlays for theelectronic textbook 5). These comments are then provided to other usersas a stand-alone study guide for the electronic textbook 5.

Overlays as Development Tools: These overlays are also useful toauthors, preparing to write the electronic textbook 5. The authorcompiles a collection of instructional material which will form thenodes of the electronic textbook 5. The author then begins creatingconnections between the various pieces of instructional material in thecollection, to develop dependencies between these pieces. Thesedependencies will ultimately inform the author's decisions as to whichconnections or paths to build through the instructional material of thecompleted electronic textbook 5. Since the dependencies created by theconnections are, in this embodiment, provided as a separate overlay, theauthor can model many alternative dependencies, and can add or removedependencies without disturbing the underlying instructional material orthe other overlays.

APPLICATIONS IN HIGHER EDUCATION: In embodiments of the invention,electronic textbooks for college and graduate studies can be lower-costalternatives to printed textbooks that allow for regular updates atreasonable cost. When compared to traditional printed textbooks,electronic textbooks can present complex knowledge in depth much moreeffectively, link up much more directly with other electronic textbooksand other sources of information on the web, fit much more efficientlyinto a wider curriculum, and allow the university's contributions tostudents' knowledge to be carried forward much better after graduation.

Presenting Complex Knowledge in Depth: Embodiments of the inventionprecisely satisfy the requirements expressed in the following passagefrom the Background: “The decentralized global research enterprise andthe proliferation of shared knowledge on the web are overwhelming theadaptive capabilities of education based on printed textbooks. Linearoutline and linear page sequence are the joint organizing principles ofa printed book. Of course a book can also offer one or more separatelists of specialized items like figures or exercises to supplement theoutline. However, there is no systematic means for renderingrelationships between topics that cut across different segments of theoutline. Nor is there any good way of highlighting the collectiveimportance of relationships or themes that spread across differentsegments. Nor is there any good way of navigating through the book tosee only those sections that deal with a single theme in the properorder. The tools presently available in a printed textbook to presentcomplex material and promote understanding of complex matters areessentially limited to interpolated comments and diagrams, themselvestrapped in the linear sequence of the book and visible only at that onepoint. Thus, there is a clear need for an electronic textbook that isbuilt around the concept of a fully general non-linear outline that canmake visible arbitrary relationships and present distinct traversalpaths for each of the diverse themes presented in the book. There isalso a need for an overlay system in the electronic textbook that allowsfaculty and students to add and share comments at any point in the bookand fully general traversal paths through the book.”

Linking Electronic Textbooks to References: A popular_modern highereducation electronic textbook could potentially provide a superioraccess point to relevant literature. This service could well be a boonto authors and publishers, and could be readily achieved by an author.To be viable, this service must give the student direct access to thecited references. Success will also depend on keeping the textbook up todate at reasonable cost while continuing to offer direct and immediateaccess to current references.

Direct Access to References: “Direct Access” can be implemented to threedegrees: access to the reference as a whole, or better direct accesswithin that document to the point where the specific passage citedresides, or possibly the added optional capability of native presence atthe website serving the reference, beginning from the point where thereference resides, with the option of direct return at any time to pointof departure. The electronic textbook can provide this access toqualified servers, including access in all degrees to another electronictextbook. Once electronic textbooks have demonstrated this capability,it will become feasible for providers to serve the referred materials tothese degrees, allowing linking to a specific passages and optionalnative access when appropriate.

Stand-Alone Overlays These overlays are also useful in building amulti-course curriculum of study, involving multiple electronictextbooks as discussed above. A teacher, such as a university professor,or an entity such as a university department (or alternatively a school,school district or other similar user as discussed above), may wish todistribute a set of course materials tailored to that teacher ordepartment's curriculum, without distributing an entire set ofelectronic textbooks for the curriculum. By providing a separateoverlay, the teacher can build a single comprehensive set of comments,notes or other study aids, or even connections or paths, whichcorrespond to the nodes of a number of electronic textbooks, and whichaddress all of the electronic textbooks in a cohesive manner. Thisoverlay can be distributed to all of the students. The students thenseparately purchase the underlying electronic textbooks. The overlayautomatically links to each of the underlying electronic textbooks asthey are acquired by the student. This functionality depends on commonstandards that are adhered to both in the overlay builder and in theelectronic textbook.

Integrating Multiple Electronic Textbooks in a Curriculum: In anembodiment of the invention, electronic textbooks can cross-referseamlessly. For example, a course assigns two electronic textbooks, withclosely interwoven material, such as a History of Labor Law and aHistory of Organized Labor. The student has access to both books, andhas a Textbook Reader. Some years earlier, the present Instructor, whilea graduate student assisting in this course, prepared an overlay 41 witha study guide and readings path, which he now distributes to thestudents. The overlay 41 includes the sequential path of the coursereadings through these two books. Each step takes the student to theprecise point in the relevant book where the reading begins and providesa later marker for the conclusion of the reading. The four elementsinvolved (the text reader, overlay 41 and the two electronic textbooks)interact seamlessly. Further, suppose that one of the books refers tothe other during the reading. The student can then follow thehighlighted link into the second book and return after reading the citedreference. The overlay 41 is a superior teaching aid in a lasting formatthat functions at the detail level. It serves as an umbrella above twoor more electronic textbooks, guiding students through a curriculum thatextends across them. Even without the aid of the overlay 41, in anembodiment the two electronic textbooks can interoperate in the sense ofoffering direct access for cross-references: following a reference inone textbook will take the reader directly to the cited passage in theother and also provide native presence in the other book in case thereader chooses to browse it before returning to the original point wherethe reference was cited.

Overlays Can Outlast their Textbooks: The stand-alone character of theoverlay is an advantage as time passes and textbooks change. The task ofremapping the overlay to a new textbook may be supported automaticallyby the publisher by providing a suitable mapping from old to new pages,and otherwise it can be quickly accomplished by comparing old and newtexts. During this same process additional elements can be added to theoverlay to incorporate innovations in the new text, and notes concerningany useful material that has been lost can be directed to another sourceor in the worst case point to the older version. In this manner, anentire multi-course curriculum can be integrated into a single overlay.This overlay can then be offered to any interested users, including bothcurrent students and alumni. This allows the alumni to refresh andupdate the knowledge they acquired when they were students.

Carrying Knowledge Forward: Institutions of higher education are naturalplaces for energy to be invested in organizing and presenting knowledgein an integrated format, and it makes good sense for them to build uponthese efforts to provide lifelong educational services for theirgraduates. The natural approach is a “living curriculum” in the form ofoverlay and supplementary material provided by the faculty thatorganizes and presents the information in electronic textbooks which arethemselves being regularly updated. A setting of that kind can shelterand support ongoing communications among faculty as they share theiracademic learning, as well as knowledge learned through experience, tostudents and graduates in a relevant way. Academic compilations of thiskind, building upon regularly updated electronic textbooks as theirspringboard, might become the foremost guides to professionalinformation on the web.

OVERLAYS ON EXISTING COLLECTIONS OF INFORMATION: The embodimentsdiscussed above are directed to electronic textbooks. The nodes 10 arerelated to educational material compiled by an author of an educationaltextbook, and the connections 7 and paths 12, 14, 16, 18 are made byauthors and users of educational textbooks. In additional embodiments,the principles and concepts discussed above can be applied to othercollections of information. For example, the overlay discussed above canbe created and applied to any existing collection of information.

WEB BROWSING OVERLAY: In an embodiment, the overlay containing a user'spath through a collection of information, with the user's comments, isassociated with a plurality of nodes that represent items of informationstored on a network, such as web pages stored at various locations onthe Internet. This overlay is particularly useful in the context of webpages on the Internet, because each of those pages is typicallycontrolled by different authors. Thus the content on the pagesthemselves cannot be modified by other users. However, the overlay of anembodiment of the invention allows a user to track his or her pathsthrough a collection of web content and provide comments that help theuser or other users understand the user's thought processes innavigating through the web content.

Recording a Product Search: For example, a user is searching the webcontent to locate a desired object, such as a new car. The user has manydifferent requirements for the new car, which are difficult to satisfywith a single product. Thus, the user does a lengthy search and reviewof many different cars described in many different web pages on theInternet. The user wishes to retain a record of his search, includingnot only the pages he visited, but also his comments reflecting, forexample, his thought processes for why he chose to visit each page, hisconclusions upon visiting each page, the alternative pages he consideredvisiting next, etc. The user may use this record to aid in his ownrecollection of the steps he took in searching for the object.Alternatively, particularly where the user was doing the search forsomeone else (e.g. the user was a shopping consultant or agent for thebuyer), the user can provide the search history with comments to thebuyer, so that the buyer can fully understand the search process, andcan easily re-visit some or all of the material searched, with anunderstanding of why that material was deemed useful or important.

Browser Add-On: In an embodiment, as shown in FIG. 7, the user 30 uses acomputer 32 having a browser to search content stored as a plurality ofpages 34 in a plurality of locations 36 on a network 38 such as theInternet. The browser includes an add-on 40. The add-on 40 monitors theuser's navigations through the pages 34, as the user searches for thedesired object. The add-on 40 is configured to record the user's paththrough the pages 34, documenting each page 34 visited, and eachconnection between the pages 34 that the user navigates. Theseconnections may be explicit links defined in the respective pages 34,which the user clicks on. Alternatively, these connections may reflectlocations of the pages visited, such as a URL, which the user entersinto the browser, without traversing an explicit link.

Turning to FIG. 8, the pages 34 can be viewed using a browser running onthe user's computer 32. The browser includes an add-on 40, which extendsthe features of the browser in accordance with embodiments of theinvention. This add-on 40 can also incorporate the features of theoverlay builder 56 as discussed in further detail below. The content isdisplayed in the browser window 42 which displays the content of thevarious pages 34 at the locations 36. The browser also permits the userto navigate to new pages using addresses entered into an address box forthe browser window 42.

Path Taken: The add-on 40 contains a path-taken window 43. This windowshows the path the user has followed thus far, to arrive at the page 34displayed in the browser window 42. The path can be displayed either intext form, or preferably in graphical form as shown in FIG. 8. In anembodiment, the node in the overlay 41 corresponding to the current page34 being displayed is highlighted in the path-taken window 43, forexample by being bolded, with an arrow indicating that the content ofthe current page 34 is displayed in the browser window 42.

View Ahead: The add-on 40 also includes a view-ahead window 44, whichshows the user the nodes, and/or pages 34 that are visible from thecurrent page 34. If the user 30 is following a previously created paththrough the overlay 41, then the view-ahead window 44 will display thenodes in the overlay 41 which are visible from the node corresponding tothe current page 34 being viewed. If the user 30 is not following anypre-existing path, and is instead creating a new overlay 41 or extendingan existing overlay 41 by navigating to new pages 34, then theview-ahead window 44 can alternatively display all of the pages 34accessible from the current page 34, or can be blank, signaling to theuser 30 that a new path is being formed.

The view-ahead window 44 can display the connections from the currentnode and/or page 34 in different ways, depending on the nature of theconnection. For example, sequential connections on a path being followedby the user 30 are displayed with emphasis (e.g. bolded or solid lines),whereas logical connections to other nodes are displayed with lessemphasis (e.g. dashed lines), and other visible nodes may be displayedwith even less emphasis (e.g. grayed out). Links in a page, which havenot yet been converted into connections of the overlay 41, arepreferably displayed in a manner that distinguishes them from theconnections of the overlay 41. In the view-ahead window 44, as well asin the path-taken window 43, the user 30 can access information aboutthe nodes in these windows by, for example, moving a cursor over thenode, causing information, such as a comment or summary of the node'scontent, or the location of the node, to pop up or be displayed in theadd-on 40. The user can navigate to any node displayed in either windowsimply by clicking on the node in the respective window 43, 44.

Comments. Index and Navigation Tools: The add-on 40 also includes acomment view window 46. This window displays comments pertaining to thecurrent node being displayed, and permits users to add or edit theircomments. The add-on 40 also includes an index window 47. This windowdisplays an index of terms in the overlay 41, for use as discussedherein by the user 30. Finally, the add-on 40 includes a navigationtools window 48. This window displays any tools used by the user tonavigate the content in the overlay 41. This window 48 contains a searchtool, for the user to search the overlay 41. The window 48 contains aglobal view button, which allows the user to display a graphical view ofthe entire overlay 41, or alternatively those portions of the overlay 41which are accessible or visible to the user (e.g. depending on theuser's role, and the visibility metrics discussed above). The window 48optionally contains an external content button, which allows the user tonavigate to external content, not found in the electronic overlay 41.Alternatively, the existing navigation features of the browser window 42allow the user 30 to navigate to any accessible content on the network38. As discussed in further detail herein, this external content isaccessed by the user and stored in the overlay 41. The window 48contains a load new path button, which allows the user 30 to load a newpath, or a new overlay 41, into the add-on, for example when the user 30wishes to review a path or overlay created by another user as discussedherein. Finally, the window 48 contains an add comment button, whichallows the user to add a comment to the current node, or, when the usernavigates a connection, to that connection. The windows of the add-on40, may optionally be hidden from view and only displayed when selected,for example from a menu, by the user.

Building the Overlay: The add-on 40 builds an overlay 41, as describedabove, which documents the user's path through the pages 34. The add-on40 records every aspect of the path the user 30 follows, includinginformation such as the locations 36 visited, the pages 34 visited, anyadditional data the user 30 supplied such as information entered intoforms on the pages 34, or selections made on the pages 34. Thisinformation is saved securely, using known methods of securing data suchas encrypting the information. The add-on allows the user to entercomments for each page 34 visited, and each connection between the pages34 on the user's path through the pages 34. These comments, as discussedabove, can be text, audio or video comments. The user 30 may select abutton on the add-on screen to initiate entry of a comment, oralternatively may use other means of signaling the add-on to accept acomment, such as a special keystroke combination.

Sharing the Overlay: The overlay 41 is then available for the user todistribute to other users, in the same manner as discussed above. Theoverlay 41 is also available for the user 30 to update with additionalcontent or comments, should the user 30 re-visit the search at a laterdate. Thus, the user 30 can bring up a prior search in the add-on 40,and pick up where the user left off, or at any point in the search. Theadd-on 40 preserves the entire search history in the overlay 41.

Reviewing the Overlay: The user 30 may also use the add-on 40 to bringup the overlay 41 for review after the user has completed a path throughthe collection of information. The user 30 can replay the path,re-visiting the pages 34 and the connections stored in the overlay 41between the pages 34, and also revisiting the comments stored with eachpage 34 or connection. The comments will automatically be presented tothe user as the user traverses the pages 34 and connections whilereplaying the path. Other types of connections, such as the logicalconnections discussed in more detail in the next paragraph, are alsopresented for viewing in the replay of the path.

Extending the Overlay: The user 30 can also add additional connectionswhich reflect relationships other than a traversal between two pages 34.For example, if the user 30 identifies a logical relationship betweentwo pages 34, which the user did not at first appreciate as he wastraversing the pages 34, the user can add a logical connection betweenthe two pages 34, and provide a comment explaining why the user addedthe connection. Thus, in the car search example, the user could addlogical connections that connect together all of the identified cars inthe search which have the same color, or the same body style, or thesame brand. Another user could then easily review only the cars having agiven characteristic, such as 4-door sedans, but still visit them in aparticular order as desired by the user 30. This allows the user 30 tocreate entirely new paths in the overlay 41, to relate the pages 34 innew ways.

A Map of the Path: The user can also view the overlay 41 as a map of theuser's path, using the add-on 40. This allows the user to edit both thepath and the comments. For example, the user can remove pages 34,connections or comments which are no longer needed. The user can alsoadd further comments to the pages 34 or connections. The user can alsoprint the path. The add-on prints the path sequentially, to reflect theorder the user 30 visited the pages 34. The comments are printed alongwith each visited page 34, or connection between pages. Audio commentsare optionally transcribed to written form by voice-recognition softwareusing known methods.

Inserting Material: The user can also add additional pages 34 (or nodes10 as discussed above), containing content not found on the network 38.For example, if the user 30 has additional content stored locally on thecomputer 32, the user can add this content to the overlay 41, and createconnections to the pages 34 already in the overlay 41. This is similarto the process described above for a student adding in personalizedcontent such as the node 10 j to the electronic textbook embodiment.

Saving the Overlay: In an embodiment, the overlay 41 saves the path in acompact form, such as retaining only the URLs for the various pages 34visited, along with records for the transitions between the URLs.Alternatively, the overlay 41 creates an image or local copy of eachpage 34 visited, and saves a complete summary of the path the user 30took through the pages 34.

Sharing and Cooperating: Because the overlay 41 is saved electronically,it can be easily distributed to other users, for example by e-mailingthe overlay 41 to the other users, or placing the overlay 41 in acentrally-accessible location as discussed above with reference to theelectronic textbook 5. These other users can then use add-ons 40 on thebrowsers running on their computers 32, to replay the paths in theoverlay 41 as discussed above, as well as add their own comments, extendthe paths in the overlay 41 to cover additional pages 34 on the network38, or supply additional local content. The users then can exchange theoverlay 41 amongst each other, further building on the shared knowledgebase. Eventually, the overlay 41 would include the comments andrecommendations of a large number of users, as to which pages 34contained desirable information. Each user's comments and additions aretracked. This allows any given user to easily identify which comments oradditions were made by each user, and to filter this material based onwho provided it.

Reliable Backtracking: Because the overlay 41 tracks the user'sinteraction with all of the pages 34 on the network 38, the overlay 41allows for a more robust navigation of these pages 34 than is possiblewith just the web browser running on the computer 32. For example, webbrowsers typically provide a “back” button for users to use to return tothe page 34 they previously visited. Such browsers can even store achain of previously visited pages 34. However, this stored chain ofpages is unreliable, because conventional browsers cannot reliablyhandle all types of web content. For example, if the user 30 navigatesto a popup window, a conventional web browser will not retain the popupin its list of visited pages 34. Thus the user 30 cannot backtrack tothe popup window. Other forms of complex pages 34 are also not typicallyretainable by conventional browser histories, and cause the backtracktrail to be broken, disabling backtrack capability entirely.

The overlay 41, in an embodiment, however, records all of the pages 34visited by the user 30, including popup windows or other complex pagesnot captured by browsers. The overlay 41 also keeps track of thebrowser's backtrack status as each new page 34 is loaded. When thebrowser loses backtrack capability, the overlay 41 records that event,infers an explanation (for example by receiving a signal from thebrowser indicating what the browser was doing when backtrack was lost[e.g. opening of a popup, opening an additional window in the browser,or changing the Universal Resource Locator (URL) without notifying thebrowser of intermediate activities]. The overlay 41 next identifies theproper chain of pages visited [e.g. correctly identify a popup or a newwindow or the initial and subsequent URLs at a complex or secure websitethat the browser cannot track on its own]) and flags the node in theoverlay 41 corresponding to the page 34 where backup capability waslost. Thus, if the user 30 later wishes to return to any visited page34, the user 30 can use the overlay 41 to get there. The overlay 41reaches the pages on the continuous path using the browser's backtrackcapabilities. Any page after backtrack capability was lost is recovered,for example by returning to the node corresponding to the page 34 wherebacktrack capability was lost, and then navigating forward through thenodes of the overlay 41, along the recorded path, to reach the desiredpage 34.

Submitting the Overlay to a Search Engine: The overlay 41 can also besubmitted to a conventional search engine such as www.google.com, toobtain additional guidance. The comments in the overlay 41 areoptionally filtered out by the add-on 40 prior to submission, topreserve privacy. The overlay 41 is then parsed by the add-on 40 toextract the key terms and motivations underlying the creation of theoverlay 41. Those terms are formatted for presentation to theconventional search engine. The search engine results are then madeavailable as additional pages 34 for the user 30 to traverse, to furtherextend the content in the overlay 41. When multiple users of theoverlays 41 each submit their overlays 41 to the conventional searchengine, those key terms and motivations become part of the formula usedby the conventional search engine to retrieve results. Thus, thesubmissions to the conventional search engine indirectly create acommunity of users 30 who are interactively aiding each other inbuilding improved overlays 41.

Mapping Across Multiple Content Collections: In an embodiment, theoverlay 41 is further used to create a map or overlay that shows therelationships of content in multiple different content collections, suchas multiple different websites. The overly 41 is constructed, forexample, by a website builder who wishes to correlate content on onewebsite with related content on another site. The overlay 41 showsrelationships (as connections) between the other sites' web pages topages on the present site, as well as relationships among the pages onthe other site, and provides informative comments (for example astooltips tied to the elements of the overlay 41, or to the other pages,or as comments in the comments window 46). The other sites' pages arerepresented as nodes in the overlay 41. The relationships depictgraphically the specific connections among the various pages and theirmaterial. This form of overlay is analogous to a personal navigation,but offers such features as links between local content and content atother sites, graphical displays of interconnections coordinated withlocal content, and a more professional style of presentation. Theoverlay 41 of an embodiment makes this approach readily accessible towebsite builders.

Facilitating Interoperation among Websites: For example, the overlay 41allows websites to interoperate. Suppose that one website offerspractical services and has developed a large clientele in some specialarea, while some other websites in that area offer useful informationfor that same clientele. The service-oriented website can prepare anoverlay 41 that reaches key pages from the other sites, and integratesthem into a guide for its clientele. When a user navigates to one of thepages residing at a foreign site, three special benefits can be offered:first, a helpful introductory comment places the foreign webpage intothe context of the guide; second, the foreign website page comes up withcustomized emphasis on the key material that is being referred to;third, although the user is now operating native on the foreign site andcan tour its webpages freely, at any time the user can use a controlpanel or special keystroke to return to the exact condition at the homewebsite that prevailed before navigating to the foreign site. Note thatthe first and third benefits can be offered by the overlay 41 operatingon the home website only. However, the second benefit is best realizedby interoperation between two overlays 41, one on the home website andone on the foreign website. Such interoperation can also offer acustomized tour of the foreign website, using the overlay 41 on theforeign website, navigating from page to page highlighting relevantinformation.

Application 1—Overlay for Legal Argument

This example application of the device pair Informed-Choice Paths andKnowledge Garden is described in the paragraphs immediately below. Theapplication concerns preparation of a contentious argument for whichprecedent is relevant. For example, in accordance with one embodiment,the user employs an overlay builder with access to a library ofresources that help to marshal precedent. Items of relevant precedentare captured as nodes and assigned attributes concerning the nature oftheir possible relevance. Relationships among different items areestablished as connections between nodes and assigned attributes such asthe nature of the relationship. Material can be imported from overlaysprepared previously in other projects and as new content.

Many of the relationships concern logical argument: the diagramcomprising nodes and connections is an instance of a relationshipdisplay, in which many links correspond to logic display, while otherscan be more adversarial, procedural or associative. A prepared path laysout the progression of argument, and a second path can be conjecturedfor the opposing argument. Each path naturally includes contingencyplans for actions to be taken in response to actions by an opponent. Thejunction points for these contingencies can be analogous toinformed-choice junctions, with the added feature that someone otherthan the user—in this case the adversary—makes the choice. Perspectivesin the Knowledge Garden naturally can include an overall view, viewsfrom each of the adversarial perspectives and a balanced judicial view.In addition to the prepared paths, temporary paths serve for the userand other annotators to express provisional ideas or comments.

For example, as discussed above, the overlay 41 can draw on networkcontent such as web pages 34 on network 38. Additionally, the overlay 41can draw on local content stored on the computer 32. Furthermore, theoverlay 41 can draw on any other content that is accessible to thecomputer. For example, with reference to FIG. 9 a user 50 uses acomputer 32 to access a variety of content 52, such as text or images oftext, in a digital library 54. The content 52 represents source materialthat the user 50 will use to craft, for example, a legal argument, alegal brief, or a position paper for a political debate. The user wishesto marshal the legal or political precedent for his argument, as well asthe precedent he anticipates the opposing party to marshal.

The user 50 uses an overlay builder 56 to build an overlay 41 thatassists the user in marshaling his precedent. The overlay 41 will beshared with other users, as discussed above. The overlay builder 56 canbe an add-on to a browser, such as the add-on 40 discussed above.Alternatively, the overlay builder 56 is a stand-alone program runningon the computer 32. The overlay builder 56 displays the content 52 ofthe digital library 54, and also displays a visual representation of theoverlay 41, including the nodes and the connections as discussed above.In an embodiment, the overlay builder 56 is itself an application of thesame concepts used by the end users discussed above to navigate throughcontent. The same components that a user uses to navigate throughcontent are here used by the author to build the content.

Assigning Attributes: In the overlay 41 of this embodiment, the nodeseach contain a particular position or argument that the user 50 wishesto include. Each node has attributes assigned to it, for example thepolarity of the position or argument (e.g. supporting the user'sargument, supporting the opponent's argument, or neutral). Otherattributes can include, for example, a measurement of the strength ofthe argument, a measurement of the likelihood that the argument willcome up in the legal proceeding or the debate, and whether an argumenthas been disclosed to or is known by the other side and if so in whatform.

These attributes can influence the appearance of the nodes as displayedin the overlay builder 56, for example by shape of the node, size of thenode, color of the node, or relative location of the node in relation toother nodes. For example, if the user 50 wishes to view the polarity ofthe various nodes in the overlay 41, the user selects the polarityattribute and tells the overlay builder 56 to display the differentpolarities in different colors.

Attributes in an Electronic Textbook: Similarly with respect to thenodes 10 discussed above in the electronic textbook 5, attributes of thenodes 10 can influence the appearance of the nodes 10 in the electronictextbook 5. Thus, nodes 10 can have attributes such as title, briefabstract, type (e.g. feature format (including various kinds such astext, image, mixed, interactive, video, audio, etc.), gateway,vestibule, gallery, logic view, or ordinary junction), and significancelevel (a number from 1 highest to 9 lowest, like the levels of anordinary linear outline) that helps to present compact summaries of theglobal text or local region by selectively showing only higher levels.These attributes may similarly be displayed, either by the overlaybuilder 56, the browser add-on 40, or by the electronic textbook 5itself, using the shape of the node, size of the node, color of thenode, or relative location of the node in relation to other nodes asdiscussed above.

Importing Material from Prior Overlays: In addition to source material,the content 52 of the digital library 54 can also include other overlaysthat were previously generated by the overlay builder, for example foran earlier aspect of the legal case, or for a similar case or debateposition. The overlay files are stored for subsequent use in the digitallibrary 54. In an embodiment, the overlay files are stored in adirectory, similarly to the way that pdf files are stored, or they maybe stored as indexed items in a digital library with its own index ofitems (such as pdfs and overlays), each with their appropriatesearchable attributes. When a previous overlay is brought up, it can beviewed as rows in a spreadsheet or relational database (the “tabulargrid” presented below), or can be presented to the user visually as amap similar to the textbook 5 discussed above (the “display field”presented below).

The user 50 thus can begin with an existing overlay, and modify it tocomport with the user's current needs, by deleting unwanted nodes,connections or comments, or changing attributes of the nodes,connections or comments, for example by raising or lowering a relevancyattribute, a strength attribute or a likelihood of presentationattribute. This feature of an embodiment of the invention allows theuser 50 to easily preserve and re-use his prior work.

Importing Content In an embodiment, as the user 50 researches the issuesfor relevant content, such as relevant precedent, the user creates newnodes simply by selecting the desired content from the content 52, anddragging and dropping that content 52 into a display window of theoverlay builder 56. The overlay builder 56 creates a new node in theoverlay 41, containing the exact passage selected from the content 52(assuming that the digital library 54 supports this). Alternatively, thenew node in the overlay 41 contains the entirety of the content 52selected.

Selecting the content 52 causes the overlay builder 56 to present theuser 50 with several options, for example: (1) bring in the selectedmaterial as a quotation, (2) create a citation to the material, or (3)create a footnote containing the material. The user 50 then indicatesvia a comment which portion of the content 52 is pertinent to theposition or argument defined by the node, and indicates by selection theexact material that is relevant. The overlay builder 56 also tags thenew node with the path to the source content 52. The overlay builder 56also automatically populates attributes of the new node with anyattributes that can be gleaned from the source content 52. For example,bibliographic information about the source content 52 is collected, anda timestamp for when the node was created is provided. If the user 50wishes to revisit the source content 52, the user simply clicks on thenode, and the overlay builder 56 retrieves the source content 52, openedto the proper location with the selected passage highlighted.

Characterizing a Newly Created Node: When the user 50 creates a newnode, the overlay builder 56 causes a prompt such as a menu to appear,requesting the user 50 to provide additional information about the node,such as a title for the node, attributes of the node (as discussedabove), and any comments the user 50 wishes to attach to the node. Ifthe user 50 wishes merely to cite particular content 52, without anyverbatim quotations of the content 52, then the user 50 need notassociate any of the actual content 52 with the node. Instead, only aconnection to the content 52 is provided, indicating the specificcitation to the content (e.g. page and line number, or footnote number).The content 52 is still available for the user 50 to review, by clickingon the node as discussed above. The overlay builder 56 then creates theconnections to the new node. A connection can be automatically created,to the last node that was added. Additionally, the overlay builder 56can prompt the user 50 to provide any additional desired connections, aswell as provide comments for each such connection.

Logical Connections: As discussed above, the connections between nodesin the overlay 41 can be of several different types (e.g. logicalconnections, sequential connections). In this embodiment, the logicalconnections can represent, for example, implication and contradiction,or affirmation and refutation. The sequential connections can representthe sequence of the user 50's presentation, or a projected sequence ofpresentation of an opposing party. The overlay 41 displays each of thesedifferent types of connections in ways that make clear their distinctroles. Thus, a logical connection is displayed differently from asequential connection (e.g. a dashed line vs. a solid line). Theconnections in the overlay 41 may be one-directional, or they may bebi-directional. Each of the connections between two given nodes includetheir own comments, which can range from a simple title of theconnection, to a short note, to a rehearsal of a complete argumentrelated to the transition between two items of content 52 associatedwith the two nodes joined by the connection.

Uses for Temporary Paths: The user 50 can create as many paths throughthe nodes in the overlay 41 as desired, and can add or delete a path atany time. For example, when the user 50 invites another user to reviewthe overlay 41 or an aspect thereof, the user 50 can create a temporarypath through the overlay 41, which takes the other user through onlythose nodes and connections that are relevant to the review. Thisconcept applies equally to the web search and electronic textbookembodiments discussed above. Thus a search consultant can create atemporary path through an overlay 41 representing a web search, tohighlight for example just the models of car that the search consultantlocated. Additionally, a teacher can create a temporary path throughselected nodes 10 of the electronic textbook 5, to help a studentunderstand a specific point of instruction.

Creating a Path by Traversal: Inserting a new path into an overlay 41 ispreferably done simply by traversing the nodes in the overlay 41. Theuser 50 clicks on the nodes in the order desired to form the new path.Deleting or moving a connection or a path is equally straightforward.The user simply selects the connection to be deleted and indicates adesire to delete it, for example by selecting “delete” from a menu or bystriking a key on a keyboard of the computer 32. The user can move aconnection or path by dragging and dropping the connection to thedesired nodes, or by deleting the undesired connection or path andcreating the desired connection or path via traversal as discussedabove.

Viewing a Message Sent as a Temporary Path: When the other user proceedsalong such a path, they will see the comments provided by the user 50,as well as the transitions between the nodes that express the user 50'sthoughts and questions, so that the other user can quickly understandthe user 50's intentions. The overlay 41 is also set to automaticallyopen for the other user at the starting point of the temporary pathcreated by the user 50, to allow the other user to quickly get started.Should the other user wish to gain additional perspective on the overlay41, the other user can use the overlay builder 56 (or the add-on 40 orelectronic textbook 5) to explore the rest of the overlay 41 (orelectronic textbook 5) to gain the necessary perspective.

Printing a Sequential View of an Overlay Path: The overlay 41 can beprinted, to generate a conventional, sequential copy of the argumentformulated by the user 50, or a legal brief. The user 50 simplyinstructs the overlay builder 56 to print the sequential path the user50 defined through the overlay 41, reflecting the user 50's argument orbrief. Preferably, the user 50 first views the overlay 41 in the overlaybuilder 56, for example in a preview mode of the display field 60, toconfirm that the selected path is providing the correct nodes andconnections. The connections and nodes in that path will be printed insequential order. The nodes represent citations to and quotations fromthe authority relied upon. The nodes can also represent certain preparedarguments. The connections will represent transitional paragraphsbetween citations, for example providing additional explanation orargument which relies on the citation. The nodes and connections can beprinted in whatever format is specified by the user 50. For example, thenodes can print full quotations or just citations. The nodes can printas footnotes in the printed document, or as paragraphs of text.

Printing an Overlay Path from an Electronic Textbook: Of course, thissame concept applies to the embodiments described above. Thus, aconventional textbook can be generated from the electronic textbook 5 byprinting out a path (e.g. paths 12, 14, 16, 18) in sequential order. Anannotated search history can also be generated by printing out a paththrough the overlay 41 of FIG. 7. The same overlay 41 or electronictextbook 5 can generate a large number of different conventional copiesor books, simply by selecting and printing any of the different pathsthrough the electronic textbook 5 or overlay 41.

Visual Logic: Displaying Structured Argument: The overlay builder 56also aids the user 50 in mapping out his argument strategy and thoughtprocess, by presenting a visual representation of the salient arguments,positions, and authorities. Thus the user 50 can view variousperspectives on a given overlay 41, or a path through that overlay. Asthe user selects a given path through the overlay 41, the spatialorientation of the nodes in the overlay 41 change to emphasize theselected path. For example, if the user 50 displays the pathrepresenting the user 50's argument, then all nodes which are not in theuser 50's argument, such as those that pertain to the opposing party'sargument, are re-positioned in the display of the overlay builder 56.These other nodes can be displayed for example as side-notes inproximity to the selected path. Thus each node or connection in theselected path may have a side-note showing the refutation the otherparty is expected to make on one side, and any supporting points (butwhich are not directly part of the user 50's argument) as a side-note onthe other side of the display of the overlay builder 56.

The user 50 can, of course, also display the other side's projectedargument as the selected path, with the supporting and refuting pointsto the opposing party's argument being displayed as side-notes. The user50 can also display both sides' paths in parallel, and emphasize thelogical connections between the respective arguments.

Display at Various Levels of Detail: Assigning Outline Levels: The user50 can also provide additional structure to the overlay 41, by assigningsignificance levels to nodes and creating higher level nodes whichthemselves encapsulate other nodes. Thus the user 50 can create ahierarchical layering of the nodes in the overlay 41. This allows theuser 50 to group related nodes together, and display the overlay 41 atvarying levels of detail, converting the overlay 41 into a non-linearoutline. When a collection of nodes is grouped together, the connectionsbetween nodes within the group are not displayed in the overlay builder56. However, connections to nodes outside the group are still displayed.Optionally, where there are multiple connections between twohigher-level nodes, those connections are coalesced into one connectionfor display purposes. These higher level nodes can be expanded andcompressed as desired, to allow the user 50 to view and analyze theoverlay 41 at any desired level of abstraction. This allows the user 50to create an outline view or views of the overlay 41. Because theoverlay 41 can contain multiple paths, all of the various paths from onehigher-level node to another (paths which pass through variouslower-level nodes) are simply paths as defined in the overlay 41, andcan be straightforwardly displayed, as in the examples above. Of course,additional comments can be provided for any of the higher-level nodes orconnections created as part of this outline. Similarly, this concept canbe applied to the other embodiments discussed herein.

Other Layers: Expressed and Hidden Arguments: Similarly, the user 50 candefine layers for the overlay 41 (or electronic textbook 5). A layer isa group of nodes and connections that are all related to each other insome fashion. For example, the user 50 may wish to distinguish betweenpositions that the user 50 has already expressed, and those positionsthat are still hidden from the other side, or distinguish between theother side's expressed positions and the user's conjectures as to theother side's hidden positions. The user 50 might also want to add alayer for predicted resolutions of various points of disputes.

Assigning Layers to Paths in the Electronic Textbook: Similarly, for theelectronic textbook 5 discussed above, the author may wish to defineseparate layers for each of the paths 12, 14, 16 through the electronictextbook 5, or define a separate layer for each stage of a multi-classcurriculum or course of study. The overlay builder 56 allows the user toselect a given layer (or layers) to emphasize visually, such as byhighlighting the layer, expanding the size of the layer, or moving thelayer forward in relation to other layers. Non-selected layers can beremoved from the visual display region of the overlay builder 56entirely.

Querying Content through Temporary Connections: When creating an overlay41 (or an electronic textbook 5) the author may use the overlay builder56 to assist with the creative process, for example by searching andquerying the underlying content (e.g. pages 34 or content 52) used tobuild the overlay 41 or electronic textbook 5. The overlay builder 56accepts queries on the content, and uses those queries to buildtemporary connections to and between the content queried. Similarly, theoverlay builder 56 permits the author to query the nodes in the overlay41, and builds temporary connections between the nodes queried. When theauthor is done with a particular query, and has located the desiredcontent or nodes, then the connections created by the query can berelegated, disappearing from the overlay 41 or electronic textbook 5, atleast for display purposes. The query remains, however, in an archive(e.g. another overlay created for archival purposes) for the author torefer back to when needed.

Temporary Development Connections: Similarly, the author can, inbuilding the overlay 41 or electronic textbook 5, identify several nodesas logical alternatives to consider for use in the finaloverlay/textbook. This indicates that a future choice will have to bemade. A list of these temporary development connections is automaticallymaintained, tracking their character and status. This list can betraversed sequentially. Tracking the history of its assembly is anotherway of navigating the overlay 41. Of course, these concepts can be usedby any user of the overlay 41 or electronic textbook 5, not just anauthor.

CREATIVE DEVELOPMENT ENVIRONMENT (CDE): The electronic books andoverlays of embodiments of the invention, such as the electronictextbook 5 or the overlay 41, are built using a creative developmentenvironment such as the overlay builder 56 discussed above. In anembodiment, the overlay builder 56 is a CDE for assembling, organizing,developing and sharing information. The overlay builder 56 is anelectronic knowledge tool oriented towards effective thought. Theoverlay builder 56 interfaces with other publishing tools such as webbrowsers, word processors, desktop publishing software, documentmanagement tools and digital library software. The overlay builder 56extracts content using these tools, and inserts that content into thenodes of the overlays and electronic books of embodiments of theinvention.

The Creative Development Environment (CDE) and Creative PresentationEnvironment (CPE) can be built on a common platform and share manyfeatures in common. The electronic books and overlays of embodiments ofthe invention, such as the electronic textbook 5 or the overlay 41, canbe built using a CDE such as the overlay builder 56 discussed above.

In various embodiments, the overlay builder 56 can be a CDE forassembling, organizing, developing and sharing information. The CDE canhave extended capabilities for importing materials, undertaking complexcompositions, building websites and working with extensive datasets. TheCPE can have a different operator control configuration optimized forviewing and annotating, but shares many creative capabilities with theCDE in order to allow the reader to become an annotator and an activelearner. For example, as described above in the section “FunctionsServing Both User and Author” there can be various parallels between anauthor's creative work and active uses by a reader/annotator.

Aids to Productive Thought (APT): The overlay 41 or electronic textbook5 of embodiments of the invention are effective because they aid usersin many aspect of their thinking, as discussed herein. They help theuser, but they also help the author. Creating an overlay 41 orelectronic textbook 5 helps the author think about the topic beingaddressed. Creative development in the creative development environment(CDE) can enhance the author's work, even if the author ultimately iscreating a conventional publication, in linear form, and does not intendto share the electronically developed content (e.g. electronic book oroverlay representation).

APT tools can be intended for practical use and designed to improveusers' results. In various embodiments, Aids for Productive Thought(APT) offer device pairs that encourage users to alternate betweenanalytical clarity and wide-ranging context. For example, in oneembodiment, each device pair can comprise matched devices, each drawnfrom one of two classes of tools that sustain these two different statesof mind. A first example class comprises tools for formally structuringand diagramming knowledge so that knowledge can be preserved,crystallized for active analysis, and shared. These devices can lay outcomplex information in a clear way that sustains concentration, aids ourmemory and promotes analytical clarity.

A second example class consists of tools for creatively exploring ideas,developing context for ideas, and transforming ideas into usefulknowledge. These tools help users to explore new ideas in anunstructured setting, make fresh connections between known ideas, anddevelop new insights and solutions.

These two example classes of tools can promote two distinct states ofmind, respectively, analytical clarity and wide-ranging context.Analytical clarity is often experienced as linear conceptual thoughtaccompanied by acute visual focus. Diagrams and tables contribute toanalytical clarity. Wide-ranging context often accompanies awareness ofthe senses and wide-angle visual focus. Calmness and gently persistentconcentration contribute to wide-ranging context. Analytical claritysupports focused analytical efforts that clarify and enhance existingknowledge, while wide-ranging context supports open-minded creativecuriosity that supplements and potentially disrupts existing knowledge.It can be helpful to alternate between them, and the device pairs takeadvantage of computer hardware and software to make this possible.

In various embodiments, each device-pair encourages users to move backand forth freely between analytical clarity and wide-ranging context,the two states of mind presented above. As user accustom themselves tothese excursions and recognize their value, they can train their mind tofunction subliminally in the same way, maintaining their knowledge basewhile also extending it. As a result, their creativity and innatecapabilities for thought are enhanced in unexpected ways. This is thepatient style of creativity, the kind we need to think through problems,discover our mistakes, accomplish significant tasks and live ameaningful life.

The example Aids for Productive Thought (APT) devices presented here canhelp authors, annotators and readers to work well with complexity anddiscover creative solutions. The devices focus on different aspects ofthought and offer demonstrable support for productive thought: usingthem, users find that they are thinking more successfully and with lesstension and anxiety. Users develop new habits of thought, and can findnew ways of approaching problems that allow them to manage greatercomplexity and take advantage of higher levels of abstraction.

In various embodiments, the device pairs can be embedded in the commonplatform for the Creative Development Environment (CDE) and CreativePresentation Environment (CPE). For example, the electronic books andoverlays of embodiments of the invention, such as the electronictextbook 5 or the overlay 41, can be built using a CDE such as theoverlay builder 56 discussed above.

The CDE can serve for creative development and productive thought, forsharing, and ultimately for publication. It can be designed to mirrorthe thought process of users, and when they share the work with othersor present it to others in finished form, they are inviting others toshare the view into the users' mirror. The Creative PresentationEnvironment (CPE) allows other users, like co-authors, annotators andreaders, to share in the same creative dimensions that the author hasexperienced without risk of damaging the presentation that the authorhas created. A finished presentation can rely exclusively on formaldevices, but the CPE user can have the scope to add her/his own elementsto the presentation through annotation, and also to view and freelymanipulate decoupled versions of the formal displays in creativedevices.

The device pairs complement one another and inter-operate so that thewhole is greater than the sum of the parts. The basic platform alsomanages user interactions, and stores and manages user inputs. Each ofthe device pairs can demonstrate productive modes of thought and canenhance thinking on a specific dimension. Authors, annotators andreaders can learn to think better, and develop insights about thinkingthat illuminate aspects of their mental landscape that might otherwiseremain hidden.

In some embodiments, three or more device pairs can be used in differentphases of developing and presenting a single body of knowledge, and infurther embodiments, four or more devices can be active at the sametime. The Creative Development Environment (CDE) can incorporate all thedevices as well as other tools, and works with elements that can bepassed efficiently from tool to tool. The CDE can facilitate spontaneouscontributions by allowing authors and co-authors to follow theircreative impetus, rather than being required to proceed in somepredetermined sequence. The elements that comprise a project aregenerally interchangeable among all the devices, and the project thatemerges from the work effort can be displayed or processed throughoutthe environment.

To appreciate the designs of these creative environments, the followingsections present example principles and techniques of Aids to ProductiveThought (APT) that such creative environments implement.

Apt Principles and Techniques Implemented in the Creative DevelopmentEnvironment (CDE) and Creative Presentation Environment (CPE)

Key principles and techniques for assisting productive thought inaccordance with some embodiments will be described in several stages,beginning with overall example guidelines as follows:

(i) support relaxed concentration that is open to new ideas andinsights, alert to new information, and purposeful without being rigid;

(ii) evoke acute-focus vision for tasks consisting exclusively of verbalanalysis within the context of the formal visual display, and encouragewide-angle, panoramic vision for everything else;

(iii) allow the user's thought process to respond spontaneously asappropriate, often carrying forward creative initiatives, sometimesfocusing on observation, sometimes practicing and learning throughexperience, sometimes pondering, sometimes spontaneously reactive,sometimes probing for errors;

(iv) recognize that most mental functions are subliminally conducted,and that the main thrust of conscious effort should be to illuminatethat subliminal process and effectively disclose the results;

(v) visibly display effective information handling procedures; (vi) takeadvantage of the strengths of both computer calculation and humanthought, to achieve the most efficient conjunction of the two;

(vii) build upon our modern culture's strong points and counteract itslimitations.

The principles and techniques of Aids to Productive Thought (APT) invarious embodiments can be described in terms of the implementation ofthese seven guidelines in the CDE and CPE. The following descriptionfocuses on practical implementation, and blends principles andtechniques together without making formal distinctions between them, andshould not be construed to limit the numerous possible embodiments thatare within the scope and spirit of the present invention.

First Guideline: Support Relaxed Concentration

Creativity manifests newness. What exists already is its basis, andshould be respected, relied upon when appropriate, and retained whenvaluable. Creativity thrives on openness to new possibilities; and itmay be evoked by failure of the old as well as by curiosity about thenew. The creativity that we need leads to benefit, and in that sense ispurposeful. Random innovation and escapism are not going to help. It isnecessary to set out on the path from old to new, and let go of the oldbefore the new presents itself. There is not much security in this spacebetween old and new, but there is potential. The creative thrust cannourish and sustain relaxed concentration almost indefinitely. Creativeconcentration is inclusive, in the sense that it is open to allpossibilities, and it is not exclusive, in the sense that it rulesnothing out until the learning that is implicit in consideration hastaken place. The concentration that we need is balanced and calm,neither looking back to the old nor hurrying toward the new. We canrelax in this concentration. The relaxation that we feel and thebrightness of our minds signal that we are settled in a productiveplace.

Each of the seven example guidelines contributes to this state of mindin a specific way. This “support relaxed concentration” guideline caninclude three aspects of APT that facilitate settled concentration onmeanings displayed in the visual field.

1) Visibility

What is visible on the display screen? What should be visible? Thisdepends on context. Ideally, the user should be able to commandvisibility and direct it toward whatever would be most helpful. However,the need for visibility may be known subliminally rather thanconsciously, and in any case, there is always the potential for usefulsurprises. For example, in a K-12 textbook, the author can designvisibility to support the reader's concentration and provideopportunities for informed choice. For adult readers, visibility may beleft to the reader's choice, and empowered by a range of useful options.As discussed above in the sections having heading “Visibility,”“Limiting Visibility to Improve Focus,” “Extending Visibility to ShowOptions,” the visibility of various elements can be controlled.

It is easier to focus on material and to think about it when we can seeit displayed on a screen, and we can make better choices when we canconsider options side by side. Visibility is particularly helpful whenwe're trying to discern aspects of a situation that we do not yetconsciously understand. It's helpful to see whatever is relevant andit's helpful not to see distractions. Aids to Productive Thought (APT)tools help the user to gather relevant material together in the visualfield.

2) Alternating Between Formal Displays and Creative Fields

Formal visual displays such as diagrams and spreadsheets stabilize theknowledge base. Creative fields allow free play for inventiveness. Theformal field is analogous to memory and the creative field is analogousto exploration for new possibilities. For memory to be stable, it mustbe hardened against disruption, and yet innovation comes most easilywhen the mind moves freely without restrictions. It is true that we candiscipline our mind to create without forgetting and preserve what mayalready be obsolete, but while our thought process is unfolding it ismuch easier to allow a formal display to stabilize our memory, so thatwe can freely create without fear of forgetting. Once we know thatmemory can be instantly recovered by looking at a formal display, we canrelax and explore freely.

3) Presenting Complex Knowledge in Depth

Humanity's store of conceptual knowledge is growing exponentially, andincreasingly complex problems are coming within reach of scientificanalysis. The web offers freely a wealth of information far beyond whatany one person could master. For example, as discussed below in moredetail in the section entitled “Burgeoning Conceptual Complexity” wefind it hard to take advantage of the conceptual knowledge that we have;we find it hard to tackle the complex problems of human and biologicalsystems that are central in our times; and our knowledge of our ownnature is weakened by overreliance on conceptual styles ofcommunication. APT devices can help us to cope by presenting complexknowledge in depth in comprehensible ways that offer us integratedaccess to both overviews and details, and help us to find and shareinformative paths through the material. Even the greatest complexity caneventually be understood if we can see it in its entirety and break itdown into understandable pieces.

Second Guideline: Evoke Appropriate Visual-Verbal Coordination

Like language, visual representation is a longstanding human skill. Thetwo skills are complementary and have different strengths. As discussedherein, it is time for us to coordinate language with map and diagram ata high level through computer displays based on innovative software.

Facing burgeoning complexity we need to look beyond the rigidly linearform of a printed book, which is rooted in the ancient tradition ofmemorization and subsequent recitation of spoken words. Linear thoughtdoes have limitations: It is easy to get caught up in a confined patternof repetitive thought. By contrast, visual analysis takes us almosteffortlessly to the big picture.

Verbal analysis and visual analysis are two distinct mentalcapabilities. As discussed herein, it is time to step away frompredominant reliance on verbal analysis and learn to bring these twointo closer balance. As our knowledge deepens and extends, we faceincreasing complexity. It is time to work with systematic tools thatallow us to bring the highest qualities of verbal and visual analysis tobear.

Coordinating verbal and visual analysis can be a fundamental principleof some embodiments of the Creative Development Environment (CDE). Forexample, in various embodiments, the CDE employs a number of devicesthat activate both verbal and visual analysis and align them inaddressing common purposes.

In fact, there are three human sense fields associated with analyticalthought: hearing, the wide-angle visual field that makes use of theretina as a whole, and the acute-focus visual field that depends on thecentral “fovea” region of the retina. Hearing is associated with verbalthought, linear thought, abstraction and voice communication. Thewide-angle visual field is associated with panoramic awareness andwide-ranging context. The acute-focus visual field is associated withrapid reaction and close inspection. The wide-angle visual field bringsfeelings of calmness and relaxation, while the other two involvefeelings of intensity and pressure.

To appreciate the issues more fully, it is helpful to explore verbal andvisual aspects of the thought process in greater detail. Most of ourhuman history has unfolded in small groups living off the land. Forhunter gatherers and farmers, wide-angle vision 1310 (FIG. 13a ) is thenorm because it sees calmly and panoramically and can alert us tosignificant things in our surroundings. But as soon as a possible threatis perceived, humans at once focus acutely on the threat, and visual andverbal analysis immediately ensue. Thus our history has prepared us touse wide-angle vision 1310 to acquire information and acute focus 1320along with verbal analysis to delve into it. Athletes on a playing fieldcarry forward this tradition.

When something draws our attention, our eyes quickly focus on it. We seeit and almost immediately afterward we recognize what it is. The name ofthe object may come into conscious thought, and we begin to haveanalytical thoughts about what it is and what it is doing. Meanwhile ourvision continues to focus acutely on the object, further inspecting itin response to concerns expressed in our thoughts. We are experiencing afeedback loop between acute focus 1320 and verbal analysis: each informsthe other, and both respond to the knowledge that is accumulating. Thefeedback loop may take place subliminally, or we may consciously sensethe alternation between thinking about what we see and seeing more as aresult.

In terms of conscious experience, verbal thought and the acute-focusvisual field usually accompany analytical clarity. Aids to ProductiveThought (APT) devices for analytical clarity emphasize coordination ofacute visual focus with verbal thought. This follows in the tradition ofdiagrams and tables and formal presentations of many kinds.

The wide-angle visual field accompanies wide-ranging context. APTdevices for creativity and wide-ranging context emphasize coordinationof wide-angle visual focus with verbal thought. This follows in thetradition of informal notes, sketches and doodles. The value of tablesand diagrams and formal presentations is well appreciated, so thisaspect is not controversial.

One feature of the Creative Development Environment (CDE) can be toemphasize wide-angle vision. This can be important in some embodimentsfor achieving the basic aims of the APT initiative, because a feedbackloop between wide-angle vision 1310 (FIG. 13a ) and verbal analysis canbe crucial element missing when we emphasize the commonplace feedbackloop between acute focus 1320 and verbal analysis. The value ofcoordinating wide-angle vision 1310 with verbal thought is not wellappreciated in the art and is discussed in more detail herein below, forexample, in the paragraphs having the headings “Visual Focus: Acute andWide-Angle,” “Becoming Familiar with Wide-Angle Focus,” and “ContrastingWide-Angle and Acute Focus,” Accordingly, the following disclosureillustrates contrasts between acute visual focus and wide-angle visualfocus, and gives instructions on how to activate wide-angle vision 1310by eliciting peripheral vision.

As discussed in more detail herein, it is possible to use a “dwordle”tool 1220 (FIG. 12a ) in conjunction with the principles of acute focus1320 (FIG. 13b ) and wide-angle focus 1310 (FIG. 13a ) above, to enhancetheir cooperation. Using the dwordle 1220, we are able to sense therespective strengths and limitations of the two frameworks and allowthem to work together. This mind training takes form in consciousexperience, enhancing the effectiveness of productive thought. As thehuman mind is trained to adopt this new technique, it learns to deployit in its broader minding. Ultimately broad minding may take over thesecapabilities so fully that we receive the benefits almost instantlywithout needing to go through a conscious process to achieve theresults.

The dwordle 1220 is an example of an APT tool that one can use to takeadvantage of an analytical feedback loop involving the wide-angle visualfield and verbal analysis. When this feedback loop is activated bylaying out terms in the dwordle field 1220 step-by-step, wide-anglevision 1310 (FIG. 13a ) interprets the view as a drawing with meaningsand infuses verbal analysis with fresh insights. In accordance withvarious embodiments, each step begins with a term placed in the dwordlefield 1220 as a conscious act; the wide-angle visual field 1310 observesthis placement in the context of other terms already placed andsubliminal analysis is stimulated; this analysis, in turn, passesinsights to verbal analysis, and a new term is made ready for placement,completing the feedback loop between wide-angle vision 1310 and verbalanalysis. This feedback loop supplements the familiar feedback loopbetween acute-visual focus and verbal analysis, and the existence ofboth feedback loops is a convincing indication that analyticalcapabilities are associated with each of the three primary sense fieldsmentioned above.

This process is illustrated in FIG. 14, which begins, in block 1410,where a term is placed in a dwordle field 1220 (FIG. 12a ) as aconscious act. In block 1420 placement of the term is observed viawide-angle vision 1310 to stimulate subliminal analysis and pass insightto verbal analysis. In decision block 1430, a determination is madewhether additional terms are desired for analysis, and if so, in block1440, a further term is placed in the dwordle field 1220 as a consciousact. In block 1450 placement of the further term is observed viawide-angle vision in the context of one or more previously placed termto stimulate subliminal analysis and pass insight to verbal analysis.The method 1400 cycles back to decision block 1430, where adetermination is made whether additional terms are desired for analysisand the method 1400 loop until no further terms are added to the dwordlefield 1220 for analysis.

In various embodiments, use of wide-angle vision 1320 can be evoked invarious suitable ways. For example, the user can be directed to centerattention on a defined point on a display and the dwordle field 1220 canbe presented on a portion of the display that is outside the acutevision field 1310 of the user. In further embodiments, the user can bedirected to center attention on a defined point that is not part of thedisplay and the dwordle field 1220 can be presented on a portion of adisplay that is outside of the acute vision field 1310 of the user.Accordingly, in some embodiments, the dwordle field 1220 can bepresented on a display that is positioned outside the acute vision field1310 of the user.

As discussed in detail herein (e.g., in sections below having theheading “Conscious Verbal Thought and the Wide-Angle Visual Field,”“Verbal and Visual Analysis,” “Verbal Analysis,” “Limitations of VerbalAnalysis,” “Visual Analysis,” “Limitations of Visual Analysis,” and thelike, there are various distinctions among these three forms ofanalytical thought, along with various strengths and weaknesses and thecomplementarities among them.

In some embodiments, the greatest complementarity is between verbalthought and wide-angle vision 1310. Verbal thought is linear and tracesone connection at a time, while wide-angle vision 1310 offerswide-ranging context. The wide-angle visual field innately comprehendscomplexity. Verbal thought is limited to predetermined premises, whilewide-angle vision 1310 sees the panorama impartially. Verbal analysisproceeds in terms of meanings, while visual analysis positions objectsin space and discerns relationships among them.

Consequently, Aids to Productive Thought (APT) devices can be designedfor analytical clarity and to evoke acute visual focus and the feedbackloop between acute visual focus and verbal analysis. APT devicesdesigned for wide-ranging context can evoke wide-angle visual focus andencourage users to facilitate the feedback loop between the wide-anglevisual field and verbal analysis through their actions in creativefields. Users can also be encouraged to alternate between these twoclasses of devices spontaneously.

Third Guideline: Facilitate Spontaneous Response

As discussed in more detail herein, in various embodiments, the CreativeDevelopment Environment (CDE) allows an author to work spontaneously.Our minds maintain multiple trains of thought subliminally at the sametime, and often interrupt one conscious train of thought with an insightinto another, so in various embodiments, Aids to Productive Thought(APT) devices designed to support the thought process should be able toaccommodate such work patterns. CDE devices allow us to interrupt ourwork on any aspect of a project and spontaneously shift to some otherdevice and some other aspect of the project without risking damage toour work. APT devices also pair creative devices with formal ones sothat we can work spontaneously in a creative display without beingdistracted by the formalized information.

Fourth Guideline: Illuminate Subliminal Mental Activity

In various embodiments, one of the key principles of Aids to ProductiveThought (APT) can be to illuminate subliminal mental activity. In someembodiments, the seven example guidelines contribute to this. Here,subliminal mental activity is briefly described along with thetechniques Visual Logic and Drawing with Meanings, Supporting VividPerception and Illuminating Context.

As discussed herein, the subliminal capacity of the brain, when measuredin terms of calculations per second, is almost inconceivably greaterthan the bandwidth of conscious thought (see e.g., paragraphs belowhaving heading “Limitations of Conscious Thought.”) It makes sense totake advantage of this resource in any way we can. The acute-focus andwide-angle vision 1310 are ideal channels, each with their particularorientations as explained above.

Because the vast majority of our mental activity is subliminal, we canincrease the productivity of our thought by making better use of thissubliminal potential. Since this point may be counterintuitive, it isgood to recognize that verbal and visual dimensions of thought andcommunication are indeed interacting subliminally. The followingparagraphs provide convincing pieces of evidence, by considering ourthoughts and our communications:

Mental events that do not directly convey sensory experience and thatrun through our conscious experience can be termed “thoughts.” Thesethoughts may consist of words, images or both and are generallyaccompanied by feeling tones or emotion. Some people think exclusivelyin images and others think exclusively in words, and others think inboth words and images. When people do think in both words and images,the ways in which the two are combined differ from one person to anotherand change for many people in the course of their lives; one generaltendency is to favor words when considering issues in humanrelationships.

We also communicate using words and images. People whose thoughtsconsist solely of words can still understand and draw pictures anddiagrams, and receive and convey information through gestures. Peoplewhose thoughts consist solely of images can still have conversations andread and write messages and papers. It is clear, therefore, that thesepeople who think exclusively one way or the other can express themselvesin forms that do not correspond to the forms of their thoughts. Toaccomplish this, the human thought process must be able to transformmeanings from words to images and from images to words: human verbal andvisual systems must interact with one another subliminally at the levelof meanings. Another piece of evidence for this is that most of us havethe ability to read and write our spoken languages, and this flexibilitydemonstrates subliminal verbal-visual interactions.

Visual Logic and Drawing with Meanings

In various embodiments, one of the principles of Aids to ProductiveThought (APT) can be to illuminate these subliminal interactions. Forexample, in some embodiments, APT primarily relies on the visual fieldfor this purpose, and, in particular, utilizes Visual Logic and Drawingwith Meanings, which are described in greater detail herein.

Through these techniques, subliminal verbal and visual communicationskills can be recruited to aid the thought process. Seeing logicdisplayed in diagrams and enacted dynamically in APT formal devices canevoke cooperation between the acute-focus visual field and verbalanalysis. Watching a visual display of any kind with wide-anglepanoramic vision can evoke wide-ranging context, and observingsubliminally determined changes as we are making them in creative fieldscan activate the feedback loop between wide-angle vision 1310 and verbalanalysis.

It can be important to evoke the visual focus appropriate to thecircumstances. When the present context is well-defined and the matterat hand is to clearly understand the context, it can be best to rely onacute visual focus that closely links visual analysis and verbalanalysis. This case is “Visual Logic.” Visual-logic displays look likediagrams, with nodes clearly labeled and connectors between nodesclearly displayed. The character of those connections should also bedisplayed: is there causation in one direction or the other, or in bothdirections, or is this a case of mutual dependence? Visual-logicdisplays should facilitate drilling down to see further detail, andaccessing explanatory resources like a glossary of terms. Everything isdetermined and everything makes sense.

However, most of the time when we are engaged creatively, the thoughtprocess is broadly responsible for context as well as detailedunderstanding: whenever context is open to improvement, it's much betterto rely on wide-angle, panoramic vision aligned with verbal analysis ina feedback loop, here referred to as “Drawing with Meanings.” Drawingwith Meanings encourages extensions of context and modifications to theexisting body of nodes and connections. These creative platforms allowyou to selectively suppress existing aspects of structure in the formaldisplay, so as to leave an open display that offers a clean slate forcontemplation of alternative structures. This way, you can follow yourcreative urges without concerns for losing what you have alreadyformalized, and you can make changes in whatever order you choose sothat you can view the results as you go along, and learn from them asyou continue to contemplate the revised context with wide-angle vision.

Supporting Vivid Perception and Memory

In various embodiments, Aids to Productive Thought (APT) devices canfacilitate clear presentations of important and complex topics, byhelping to assemble context and encouraging analytical understanding.When we can see things clearly and trace the connections mentally, thescene becomes clear for us and we understand it in our personal context.This clearly understood image is an important aid to memory: we may beable to recall the visual image precisely and/or trace the associationsamong the elements verbally, and when we can't readily recall theknowledge we can immediately bring it back to mind by viewing the imageagain.

Illuminating Context

In various embodiments, support for mental context can be a generalprinciple of the Creative Development Environment (CDE). Informationthat seems important to us humans can often be misinterpreted in theabsence of relevant context. Generally, knowledge depends on bothinformation and context. Context is often implicit in our reasoning, andso recedes from conscious thoughts that focus on seemingly decisivefactors. However, unless context has been brought to mind and taken intoaccount, information may be taken at face value and misinterpreted, sothat mistakes are made and opportunities are lost.

What does it mean for context to be illuminated? The detailed activitiesof brain and mind are mostly subliminal, so we cannot perceiveillumination at the detail level directly. Instead, we can sense it inthe qualities of our mental responsiveness. As we think somethingthrough, we can sense the increasing vividness and relevance of ourthoughts as the process unfolds.

Context is gradually activated in the brain as we actively consider asituation and begin to think about what to do. During this gradualprocess, various elements of the context are being illuminated in thebrain, and we often feel an intuitive sense of completeness as missingelements are brought into the light. As we continue to ponder thecircumstances, the mental context becomes an active expression ofknowledge that can be used effectively. At this point, we can say thatthe context as a whole is illuminated. It becomes further enriched as wemake use of it.

Our mind responds to a stimulus by first establishing an immediatecontext, and then extending it. Sensory experience and the arousal offeelings are external stimuli, and our thoughts and the power ofattention are internal stimuli. The combined effect of all these stimuliis extremely complex, and it is important to exercise the power ofattention to focus on the elements of productive thought. Variousembodiments of the Creative Development Environment (CDE) and CreativePresentation Environment (CPE) can help us to accomplish this byfocusing on displays of well-crafted, meaning-laden contexts.

Consider how brain and mind respond to internal and external stimuli:The internal process of stimulus and illumination proceeds subliminallyand is also projected into consciousness in the form of thoughts andother more subtle sensations. Ordinarily, conscious thoughts that passthrough the mind illuminate subliminally other topics and thought formsthat are associated with them. Thoughts arise through the process ofillumination, and also have a powerful impact on illuminated contextthrough their associations.

External stimuli play a parallel role when we are perceiving meanings.When we hear language, focus acutely on written language and diagrams,or view meanings and drawings with wide-angle vision 1310 (FIG. 13a ),our perceptions have an impact on the illumination of context that iscomparable to the impact of conscious thoughts. Through the power ofattention, we can choose whether to attend to external perceptions ofmeanings, to our unfolding thoughts, or to both simultaneously.Internally received meaning-laden thoughts and externally perceivedmeanings represent two distinct channels of stimulus, and by selectivelyemphasizing them we can influence the illumination of context.

Moreover, when we focus on some topic attentively, associations withthat topic become illuminated even if we don't consciously think aboutthem. Wide-angle seeing of an informatively displayed contextaccomplishes this purpose directly: we naturally focus on what we see,and the meanings displayed there and their associations are illuminated.This effect is intensified when we observe new terms taking shape in adrawing or diagram as the result of our writing or typing them. When thedisplay shows the context we need, the relevant associations can bereadily illuminated.

As we learn to use them, various embodiments of the Creative DevelopmentEnvironment (CDE) and Creative Presentation Environment (CPE) can becomeimportant tools of thought. The display devices enter into partnershipwith our thought process, helping us to illuminate appropriate contextand preserve it.

What is appropriate context? Here is an example: Suppose that you areconsidering a major decision, such as moving to another city or buying anew house. Many aspects of your life are relevant to the decision. Asignificant change is involved, and there are uncertainties. You areconcerned with the decision itself, as well as with the time and hasslerequired to make the decision and the challenges of making thetransition if you decide to move. Somehow you have to bring into focusthe key factors involved. There are objective factors, but in the finalanalysis the decision is about you and your family and friends. How willthis decision work out for you? If you change as a result of thedecision, how will this work out for the new you?

What is the context for the decision? Most of what goes through yourmind as you ponder the decision is related to the context, andeverything that you learn along the way may impact the context. It's upto you to decide what's important. The situation is complex, and as youconsider everything involved and visualize the consequences, you mayeventually reach a conclusion and know that it is correct. Yourcertainty affirms that you have extended and crystallized the context tothe point that the information you have considered is decisive for you.It may not be until later, when you look back on the decision andexplain it to your friends, that the logic becomes clear.

Still later, as your life moves on, you may discover that the decisionwas wise, or else that it was mistaken. Looking back, you may be able tosee that you correctly established the context and took the main pointsinto account wisely, or alternatively, that you were somehow mistakenabout the context and went in the wrong direction. We learn how to makedecisions by making them and observing the consequences. We can learnfrom decisions taken in game situations, and through education, butdecisions in the living world involve the truth of our own personalcircumstances in a way that a game or classroom cannot.

There are close analogies between making a decision, solving a problem,writing a paper, and undertaking a project at work. In these cases andin many others, we need to get the context right in order to succeed. Weneed to find the main points and obtain enough relevant data to allow usto understand those points and fit them together into an intuitivepicture of the whole.

Fifth Guideline: Visually Display Thought

Displaying aspects of thought in the visual field can be central to theAids to Productive Thought (APT) initiative in some embodiments. TheGuidelines for Evoking Appropriate Visual-Verbal Coordination andIlluminating Subliminal Mental Activity can play a part in this. In thefollowing section, specific techniques for displaying components of thethought process are presented, but the brevity of this selective listshould not be construed to limit the many alternative embodiments thatare within the scope and spirit of the present invention.

Mirroring Human Thought

In some embodiments, a key principle of the Creative DevelopmentEnvironment (CDE) can be to mirror human thought in a useful way, sothat users can get to know their thought processes. In this sense, usingthe APT devices can sometimes be a form of introspection. Users interactwith the devices in ways that make visible patterns and capabilities ofsubliminal thought that might otherwise go unnoticed. Even if a userdoesn't participate in the learning process consciously, subliminallearning can take place.

Connectors have Attributes

The mirroring principle can be illustrated by explaining why connectorshave attributes and why constructs are allowed to morph: Each thought wehave has contents of its own, and so is like a node. The thought alsoplays a role alongside other thoughts and is associated with them, sothese associations are like connectors. Often the relationships betweenthoughts are more interesting and potentially much more useful than thethoughts themselves. When we explore an association between thoughts, weoften find a relationship with significant attributes. Thus theconnector has attributes just as a node does. This is a significantdifference from the common treatment of relationships in a relationaldatabase, where relationships are implicit in the links between tablesand cannot have attributes.

Morphing

Moreover, when we explore an association between thoughts, through ourattention to it the relationship, which was previously just anassociation, morphs into a thought. Therefore, in order to mirror humanthought, constructs must be able to morph between connectors and nodes.More broadly, in the Creative Development Environment (CDE) and CreativePresentation Environment (CPE), a construct can play different roles.For example, a construct can have an instance that is a node and anotherinstance that is a connector. That same construct can also have aninstance that is a display and another instance that is a category ofinstances. This flexibility reflects the nature of human thought, whichallows a single idea to play many roles.

Layout and Sequence: Perceptions in Space and Time

“Layout” refers to the positioning of nodes and connectors in space, and“sequence” refers to presentation over time. Both can significantlycontribute to communication and convey aspects of meaning that mightotherwise be overlooked.

Visually Rendering Components of the Thought Process

Visual rendering begins with the ideas of “things,” attributes, andconnections. We see things, and we notice their attributes. A “thing” isdistinguished by the attributes that separate it from other things.Image, color, shape, brightness, size, position, movement, andconstituents are attributes that can distinguish a thing from otherthings. We also make connections between things: we see two things asconnected if they are tied together or move together or share commonattributes like color or shape.

Generally, in some embodiment of the Creative Development Environment(CDE), things can be visually rendered as nodes and links between thingsare rendered as lines connecting the nodes. Both things and connectorscan have distinctive visible attributes like color, shape, size andelements like names or symbols. An idea can morph between a thing and aconnection. For example, the similarity between two things is aconnection between them, but that same similarity becomes a third thingwhen we're talking about how the things are similar.

Associations

Associations are very important in thought. For example, one thoughtleads to another thought because of the associations between them. Eachconscious thought tends to illuminate subliminally other potentialthoughts that are associated with it and may potentially succeed it inour train of thought. Words in a sentence are associated with oneanother by their common presence in the sentence, and elements of animage are associated by the common presence in the image.

Usually, associations are rendered as connections between the thingsassociated, with attached identification and textual material to clarifytheir nature as needed. A distinct node that represents the associationcan be added if necessary, and linked to the original connection.

Context

Context allows us to make sense of information. We need to find the mainpoints and obtain enough relevant data to allow us to fit the mainpoints together into an intuitive picture or description of the whole.Smaller contexts can combine into a larger context, and defining anddepicting distinct contexts facilitates their combination.

Contexts can be represented in the Creative Development Environment(CDE) as highlighted sets of nodes with interconnections. The coherenceof a context may be emphasized by depicting a surrounding nimbus oraura. A context that is visually displayed and appreciated throughwide-angle vision 1310 (FIG. 13a ) can be quickly recalled and reviewedin its entirety. A cohesive scene, a relevant thread, a profile ofattributes and a larger framework such as a procedure or structure areexamples of contexts. Like a node or connector, a context has one ormore instances and can be placed anywhere; in this sense, a context is ahigher-level entity comprised of nodes and connectors.

Scene

A scene is a cluster of associated things, and provides a context forthem. The material in a scene clusters together like a scene in a playor a moment of lived experience. Well-written paragraphs have thequalities of scenes. Scenes are memorable for closely associatedmeanings within them. Often a scene is a cohesive context within abroader context. Scenes can be used for many purposes: a phase of alogical argument, a problem to be solved, or an idea or definition to beunderstood. One of the important roles of scenes is to collect ourthoughts, illuminate relevant context and help us to consider variouscircumstances at hand. Scenes are distinct elements that are oftenpresented in sequence or grouped together with related scenes.

A scene is rendered as a set of nodes with interconnectionscorresponding to their associations. Its cohesion can be emphasizedvisually by highlighting its background, increasing its magnification,adding boldness or intensifying color. A scene can be created fromscratch, or can be composed from a portion of a view.

Thread

A thread connects things that may be remote from one another. Forexample, the set of appearances of a term in a text are threadedtogether. The results of a search query are threaded together. Threadsoften play the role of bottom-up connections, and in this case, multiplethreads that connect the same things combine into a stronger thread andreinforce one another in determining connectivity. A scene and a threadare similar and closely related. Each is a context, and includes a groupof things and connections among them. A scene draws together diversethings that are interrelated, while a thread links diverse appearancesof one common thing.

A thread is a context, and like scenes and other contexts, is renderedby interconnections among nodes. Whereas a scene coheres because ofconnections among the nodes within it and is likely to be unique inhaving these connections, a thread is more important for what itconnects, and may be one of many threads connecting the same nodes.Multiple threads running along the same path can be rendered by a singlewider connection.

Relationship

The term “relationship” here refers to an association that has beenformalized. For example, when displaying logical relationships, therelationship might have the qualities such as mutual dependence orcausation in either direction. A relationship between two constructs isinteresting in its own right. It may have its own attributes.

Like an association, a relationship is usually shown as a connectorbetween related elements, and the visual appearance of the connector mayhighlight the nature of the relationship. A relationship may also appearelsewhere as a node when it is being referred to as a factor in its ownright.

Relevance Metrics

Some relationships are closer than others. The degree of closeness canbe termed “relevance.” A quantitative measure of closeness allows thisto be reflected in the visual display.

Relevance can be shown visually by the boldness of a connecting line,and nodes can be arranged so that more closely related nodes move closerto one another while less closely related nodes move further apart.

Attributes

Usually when we think of something, some of its features stand out.Features or qualities of all kinds are here termed “attributes.” Bothitems and relationships between items can have attributes. Someattributes fall into standardized categories, like color or shape orsize or cost, while other attributes are unique.

Sometimes attributes can be captured in displayed images. Attributes canbe used to juxtapose similar items by sorting or filtering for them. Invarious embodiments, the attributes can be accessed through a tooltip orassociated text, or through the Tabular Grid, or the like.

Sequence

Sequence unfolds in time. Spoken and written words appear in sequence,as do slides in a slide show and scenes in a play. Sequence can be animportant aid to memory and understanding. Memories are often recalledin the order that they were learned, and that order can play a part inour understanding: for example, we may recall an initial flawedinterpretation and the later occasion when we corrected our mistake, andthese recollections remain as facets of our current understanding.

Sequence can be indicated by adding items to the display in sequentialorder, by sequentially highlighting visible images in any order, bylaying out material in its sequential order, or by ordered gradations incolor or size or other visible features.

Comprehensive List

Lists of relevant items have many uses. Comprehensive lists are oftenbest, because we can notice things that are missing when a list issupposed to be comprehensive. A list helps to keep significant factorsin mind and to think of other factors. Consulting the list as a wholecan be helpful when thinking through relevant connections.

A comprehensive list can be accessed through a tabular display orgraphically displayed as a visual panorama that can serve as thebackground while particular aspects are being visually emphasized tobring them to the attention of the user.

Path

Whenever a “train of thought” is being pursued, thoughts are tracing apath. Productive thought yields results, and along the way a user'sthoughts will follow one or more paths that ultimately lead to success.In some embodiments, one of the key aspects of Aids to ProductiveThought (APT) is assisting the user to choose the appropriate path andfollow it successfully. Digressions may be useful, but it is importantthat the main path be remembered and returned to. Different gateways maybe relevant for different users, and different routes through thematerial may be helpful, so it is important for an author to have thescope to provide these alternatives and help readers and annotators tofind their own best paths. Both suggested paths and paths actually takencan be displayed.

The display is intuitive: topics are displayed as nodes, and steps alongthe paths we follow through the topics are shown as connectors betweenthem. Thus a path is a sequence of connectors between successivelyvisited nodes.

From General to Specific, from Overview to Detail

Two aspects of the diverse associations that interconnect our thoughtsare particularly significant: level of generality and level of detail.Our thoughts often range from specific to general, and from fine detailto broad overview. These dimensions are parts of our lives and are builtinto language. Our patterns of thought are shaped by experience andinclination: while some people begin from specific detail and work up togeneral and overview, others begin with the general and proceed to thespecific. We can structure our lives to some extent in order toaccommodate our preferred approach, but reliable knowledge and reliabledecisions depend upon taking into account the full range of bothdimensions.

Visual display can be very helpful in this regard: different degrees ofdetail can be arranged and depicted as layers in space, as symbols withgraduated sizes, or in many other ways, depending on the particularneed.

Alternatives

It is often important to consider alternative approaches, views,solutions and the like. When alternatives are compared and contrasted,something better may emerge that brings together the good qualities ofboth alternatives and takes into account the different circumstances forwhich they may be suited.

Similarities and differences can be displayed visually in a diagram byshowing common features in one color, say blue, and distinct features ofthe alternatives in other contrasting colors, say red for onealternative and green for the other. Alternatives can also be arrangedand depicted as layers in space, with similarities stacked vertically sothat they merge into one when viewed from above, and differencesoccupying distinct positions.

Structured Information

Consider a table with rows and columns. The entries in each row belongtogether. The entries in each column belong together. The rows have anorder from top to bottom. The columns have an order from left to right.The columns and rows are relevant because each piece of informationbelongs in one of the columns and in one of the rows. The attributesreflected in the set of columns and the attributes reflected in the setof rows make the table meaningful.

Structured information of this kind is presented and manipulated in thetabular grid. It is also presented as a formal graphic display. Anintermediate structured display can also be used as a creative field togather information and organize the relevant rows and columns. If athird set of attributes also applies to the information, that thirddimension can be depicted in a sequence of tables or a three-dimensionalstack.

Sixth Guideline: Human/Computer Coordination

We humans have developed computers, and we continue to improve them. Itmakes sense for us to use them for productive purposes. When we areengaged in a knowledge-oriented project of some kind, we should be ableto find a way for the computer to help us. What useful strengths does acomputer offer, in comparison to ours? A computer that is functioningproperly can calculate with more speed and exactitude than we can; itcan repeat procedures perfectly and tirelessly, whereas we sometimesmake mistakes and get tired; once information has been digested indigital form, a computer can assimilate it much more rapidly than wecan; a computer has a perfect memory, whereas human memory is fallible;a computer can search its memory almost instantly, whereas illuminatingour memory may take some time; a computer can share its memory withother computers much more efficiently than we humans can share ourknowledge with other humans; the contents of a computer's memory can bedisplayed in many forms, whereas we are limited to traditional modes ofcommunication. The computer also lacks some of our disadvantages: itdoes not have to maintain its status as a social being and it has fewdistractions.

Are there any advantages left for human beings? Of course! We are incharge. We are the ones who created computers, not the other way around.Unlike humans, computers have no direct access to knowledge and noautonomous purpose. Although we can give computers humanlike qualitiesin our fantasies, they have none at all. We have creative imagination,and they do not. We have access to valid intuitive knowledge, and theydo not. It is human thought that counts, not computer calculations, andcomputers are well suited to support our thinking. A computer is a newbreed of tool, ready for our use. As we increasingly project humanconceptual knowledge into digital forms, we enhance the ability ofcomputers to assist us.

Reflecting the advantages that the computer has, we use computers tomake calculations, perform routine tasks, import and store vast amountsof data, search through the data, communicate and share information withone another, and view information. We use various programs andapplications on computers in order to perform these functions as well asmany other kinds of tasks.

We are already learning new ways of thinking from computers as weoperate various applications that contribute to our understanding andskills. Computers are helping us to gather and structure data, performcalculations, compose messages and write texts. Shouldn't we alsoconsider using programs on computers that help us to think moreproductively and enhance our thought? These can be the aims of variousembodiments of the Aids to Productive Thought (APT) devices in theCreative Development Environment (CDE) and Creative PresentationEnvironment (CPE).

Fostering Creativity

When we enter terms into a creative field, we simultaneously clarify ourthought and lift ourselves above it. When we follow the dwordleprocedure discussed herein and gaze with wide-angle vision 1310 (FIG.13a ) on the dwordle field 1220 (FIG. 12a ) as we focus our relaxedconcentration on a topic and enter subliminally-generated terms atsubliminally chosen positions, we bypass the limitations of linearconceptual thought. This procedure is pragmatic and straightforward: ourmental processes have much to offer us, and it is common sense to allowthe knowledge to be disclosed to our conscious mind. As we learn to relymore on wide-angle vision 1310 and purposeful subliminal thought, weenter a new dimension free from existing limitations, and activate achannel of communication between subliminal thought and consciousawareness.

Facilitating Thought by Interacting with Visual Displays

As the saying goes, “a picture is worth a thousand words.” It's betterstill to have a diagram that combines both image and words. Diagramshelp us to think as well as to communicate with others. When interactingwith visual displays while we are thinking—writing or drawing or typingor manipulating images—there is further benefit from feedback loopsbetween visual and verbal analysis. Whether our visual focus is acute orwide-angle, it can be valuable to juxtapose verbal meaning and visualimage.

Direct Effects

When we enter and organize data in the Tabular Grid, a display field, astructured display, or a formal display, we can set down a lastingrepresentation, an aid to memory, and a reflection of our mentalactivity that will stimulate us to go further. As we continue to improveour work, we build a progressive recording of our productive thoughtsand develop an overview of the context we are exploring. Eventually, ourmental efforts can crystallize into something of value in our lives thatwe can share with others.

Depicting Mental Patterns as Scenes

When we have repetitive thoughts or run up against a mental block,instead of experiencing it again and again as it unfolds over time infull momentum, we can note down in a creative field all of the detailswe recall and trace the circumstances from first stimulus to eventualletdown, seeing the whole visual assembly as a single scene. Perhapsjust writing it down in this way will be enough, or perhaps we will needto return to our work and add more observations as the pattern recurs.Eventually, just the experience of viewing the contents of the mentalpattern in this way may be enough to lift us above it and redirect ourthoughts productively,

Both Stabilizing and Enhancing Present Knowledge

In various embodiments, a creative user can be encouraged to alternatebetween the formal and creative devices in a device pair. For example,working with the formal device can support clarity and accuracy andadvances toward a final product. Working with the creative device cansupport wide-ranging context and can free the user to respondspontaneously. The formal field can serve for memory and the creativefield can serve for exploration. Alternating between the two insuccessive cycles can allow knowledge to take shape gradually and extendbeyond preconceived limits. As the project advances, the knowledge basecan be both stabilized and enhanced during each cycle, and the user canbecome accustomed to transitioning between the two mental orientations.

The formal display can stabilize the knowledge base, and can be keptup-to-date as the “best version.” Working on the formal display andexamining it in detail can promote analytical clarity and can activatethe feedback loop between verbal analysis and acute visual focus. Pastversions can be recovered as needed to review prior history, and thesecure status of the best version allows the user to let go of it duringcreative sessions.

The creative fields can give inventiveness free play. During each cycle,work in the creative field can begin with a copy of the best version, inwhich details may be suppressed to soften the existing message. Workingin the creative field can activate the feedback loop between verbalanalysis and wide-angle vision 1310 (FIG. 13a ) and can promotecontemplation and responsiveness. After the creative phase is complete,modifications can be efficiently recombined with the best version, and anew cycle can begin.

Confusion, Cognitive Dissonance, a Hunch, an Intuition

Confusion is often an uncomfortable state, but knowing that we lack theknowledge we need can serve as a very useful invitation to newknowledge. Cognitive dissonance occurs when we know different thingsthat contradict one another, and recognizing this is an excellentstarting point for useful learning. Sometimes we have a hunch that aparticular approach or innovation will work, even though we do not yethave a credible explanation for why or how this will come to pass. Andsometimes we have an intuition about something important even though wehave no context in which to explain it. In all four cases, we recognizethat our knowledge is incomplete, we see that we need greaterunderstanding and we have a starting point from which to proceed.

In various embodiments, entering the information we have, even though itmay not seem to make sense, in a dwordle field 1220 (FIG. 12a ) asdescribed in more detail herein can be a reliable approach in situationslike these. The dwordle can be beneficial for filling out gaps in ourpresent knowledge, recognizing inconsistencies and discovering potentialextensions. The visual display takes shape progressively andunexpectedly through a process akin to free association.

Seventh Guideline: Build on Strengths, Counteract Weaknesses

In various embodiments, the example Aids to Productive Thought (APT)devices presented herein can depend on capabilities of our culture inareas such as computers, displays and software that have recentlydeveloped and continue to improve. It makes sense to build upon thesestrong capabilities when looking for new avenues to productive thought.The six preceding example guidelines built upon these strengths, andbelow we refer to strengths in handling the materials of productivethought and undertaking projects that extend across multiple sources. Italso makes sense to seek opportunities for productive thought bycounteracting weaknesses of our modern cultures, and in variousembodiments, wide-angle vision 1310 (FIG. 13a ) is a tool to accomplishthis.

Importing, Creating, Structuring and Redeploying Material

Material consists of constructs and their attributes. Attributes includeidentifiers, names, text for various purposes, images, externalhyperlinks and other kinds of media. In some embodiments, attributes canalso include the specifications of each instance of each construct inthe Creative Development Environment (CDE.) environment, as well as itsassociations with any higher-level or lower-level constructs orstructured displays. In various embodiments, a full history of eachevent associated with each construct can be maintained in the databaseso that a snapshot of the state of the Aids to Productive Thought (APT)material at any past time can be reconstructed.

Material can be imported from external sources or edited in textprocessing facilities. Material can be exported from one project toanother. Creative tools can be designed for data entry and formatting.The APT devices can be knowledge oriented, and designed for projectsranging from small personal puzzles to informative treatments of vastbodies of material. The continuity of constructs can be maintainedwithin and between projects. The user can determine whether anyparticular redeployment preserves or breaks off the identity of aconstruct that is being redeployed or renamed.

Working with Multiple Sources

In various embodiments, the APT tools for connectivity and display canbe particularly helpful when considering materials that are closelyrelated and yet importantly different. Here are some example cases ofthis kind: a coordinated treatment of an author's series of books onrelated topics, or several commentaries or guides to the same materialthat were prepared by different authors, or a commentary or supplementto an existing text being prepared by a second author. Other exampleswould be assembling existing diverse materials into a compilation, orpreparing a guide or survey or introduction to a broad field comprisingmany different publications. Capabilities like overlays, layering, andperspectives can be helpful when working with multiple sources.

Counteracting Weaknesses

It can also be important to counteract weaknesses in our culture.Excessive reliance on linear verbal thought is a weakness in theculture. Linear thought can only handle a few ideas at a time, and haslittle access to perspective. When we are constantly engaged in linearthought, we tend to rigidly maintain opinions and positions that mightotherwise dissolve to our benefit. Linear thought is emotionally tonedand tense, and locks us into constant self-presentations. Anotherweakness of our modern urban culture is underuse of wide-angle vision1310 (FIG. 13a ). Every human is unique and we think in different ways,but our complex modern cultures, which depend so much on conceptualknowledge, do seem to emphasize acute-focus vision over wide-anglevision 1310 and emphasize analytical clarity over wide-ranging context.

These two weaknesses are different sides of the same coin, because thecalm perspective of wide-angle vision 1310 tends to quiet linear thoughtand soften its momentum. For these reasons, the wide-ranging contextassociated with wide-angle vision 1310 can contribute significantly toproductive thought. In order to deal with complexity, see the bigpicture and solve problems effectively, we need its panoramic view. Inorder to relax our grip on existing opinions and welcome new ideas, weneed its calmness and impartiality. In order to free ourselves fromexisting patterns and allow new knowledge to come forth, we need thebreak from linear conceptual thought that wide-angle vision 1310 offers.

Building Tools in Three Aspects: Consequently, in various embodiments,there can be three distinct aspects to the tools used in the overlaybuilder 56: (i) developing knowledge and creating formal material; whichcan be supplemented by creating either an actual (ii) electronictextbook or other electronic book, or (iii) an overlay, electronic bookor a website that combines the underlying content with the overlay, forrelease. Developing knowledge and creating material is the first step inany case. Beyond that, the later stages create electronic documents andalso offer a potent feedback loop, as knowledge continues to developwhile the material becomes embodied in its final form.

This suggests three embodiments: (i) Author's Workbench with KnowledgeDevelopment; (ii) the Electronic Textbook Builder, which is an extensionof the Author's Workbench; and (iii) Website Builder, a parallel generaltool for building overlays, electronic books and websites, also anextension of the Author's Workbench.

Author's Workbench: Knowledge Development: Here the core benefit comesfrom the workbench providing aids to productive thought, as discussed infurther detail below.

Techniques are offered that profoundly improve coordination betweenvisual and verbal analysis, allowing effective collaboration thatbenefits from their complementary capabilities. These same techniquesand other methods also improve the alignment between conscious thoughtand broader mental activities. As a result, emotional blockages andbiases are weakened and we open to new ideas with fresh discernment.

The effect of these benefits is magnified by the overlay builder'sefficient coordination of diverse mental contributions. The author'sworkbench uses the overlay builder's tools to organize and ultimatelyassemble the raw material for a publication. The publication may be in atraditional linear form with a table of contents and outline, or it maybe in electronic format, such as an electronic textbook 5, an overlay41, or a web site accompanied by an overlay 41. One body of material canbe also be deployed in both ways: the traditional book is extracted fromthe electronic textbook 5 or the overlay 41 simply by creating a linearpath and exporting it in text form, as discussed above.

Electronic Textbook Builder: This is an embodiment of the overlaybuilder 56 that is specialized for creating electronic textbooks. It hasall the capabilities of the Author's Workbench, with generalcapabilities relating to the connectors 7, the halls of informed choice,the perspectives, and the other concepts discussed above with respect tothe electronic textbook 5. The electronic textbook builder embodimentdeals with many special textbook needs.

As discussed in further detail above, the electronic textbook formatallows the author to

-   -   (i) attach interactive support functions to all nodes, and (ii)        embed within specialized nodes extensive interactive content.        Further, (iii) the electronic textbook allows interactions with        the user to be recorded as attributes of the user's path through        the electronic notebook that can be shared with friends,        parents, teachers, the author, and so on.

Recording User Interactions: Recording interactions with the user, whichinclude such things as choices, comments, time spent in various nodes,performance on test your skills, serves a number of important functionssuch as guiding the user toward choices that result in finding theiroptimal book;

tracking the user's use of the book and performance with material in thebook, and sharing this information with parent and/or teacher;

and giving the student an opportunity to share comments and questionswith other students and offer them suggestions about nodes to visit inthe book.

Interactive Support Functions: The interactive support functionsinclude:

view-ahead,

path-taken,

perspectives, and

overlay view (which displays the network of overlays, including theuser's, parents', teachers', friends' with the option to focus on asubset such as just one's own comments),

other navigation tools,

search,

index, and

the dialogues discussed above.

Specialized Nodes: The forms of specialized nodes include:

junctions (gateways, vestibules, galleries, logic views and simplejunctions),

test your skills,

examples,

exercises, and

interactive Aids to Productive Thought (APT) (which are interactivedisplays that help to align conceptual and intuitive understanding, makeuseful connections between related topics, assist in remembering andgetting a feel for things, help with the creative process and witheffective inference, and so on.)

Tools in the three aspects presented above can be instances of theCreative Development Environment (CDE.) The products that they createsuch as electronic textbooks, websites, and the user environment canoperate in the Creative Presentation Environment (CPE), or the like.

The material presented thus far has primarily related to thecapabilities and use of the electronic textbook. Hereafter the primaryemphasis will be on creative authorship in the CDE and sharing theauthor's creative experiences with the user in the CPE.

As presented herein, the disclosure of the CDE and CPE emphasizes thecapabilities of five distinct example device pairs. To stay in touchwith applications, the five example presentations are interspersed withthe narrative for the author. As presented herein, the example fivepresentations are inserted at the first point of relevance, and appearin the following order:

1) Tabular Grid and Display Field—The example first device pair is theTabular Grid closely-coupled with the Display Field. In variousembodiments, Tabular Grid is a display similar to a spreadsheet in whichinformation can be seen in detail, searched, filtered, and readilyenhanced and imported or exported; Display Field is a graphic display inwhich entities are presented as nodes and relationships are presented asconnectors, wherein modifications to the graphics can be quickly andeasily effected and elements can be modified, added, deleted andimported or exported.

This Tabular Grid and Display Field device pair can align verbal andquantitative thinking with the visual field and visual analysis, andcoordination between these two areas of thought can be provided byclose-coupling between the two devices.

The four other example device pairs that follow each comprise of twodistinct Display Field instances—one for formal display and the otherfor creatively extending and enhancing the knowledge base for thedisplay. In some embodiments, every instance of the Display Field can beaccompanied by a closely-coupled Tabular Grid.

FIG. 11a illustrates Tabular Grid and Display Field device pair 1101comprising a Tabular Grid device 61 and a display field device 60.

2) Informed-Choice Paths and Knowledge Garden—The second example devicepair can allow users with diverse interests and styles of learning toindividually benefit from a common body of material by discovering apersonal path through the material that suits them well. Informed-ChoicePaths can be crafted to provide users with meaningful choices and thenecessary information to choose effectively, and the Knowledge Gardenoffers users perspectives on their chosen path while also helping themto appreciate aspects of knowledge presented on other paths and relatedfeatures. Informed-Choice Paths and Knowledge Garden help the author toassemble multifaceted material and present it effectively to a diverseaudience, structuring material for learning and arranging it foraccessibility. Users can be encouraged to take an active approach tolearning, and as a result, learn more about their own circumstances anddevelop further insights into learning and knowledge. In someembodiments, Halls of Informed Choice such as Gateways, Vestibules andGalleries can be important when navigating paths. In some embodiments,Seven Modes of User Interaction can be important for informed choice:offering options; “Test your Skills” exercises; questioning the user andreceiving questions from the user; encouragement, motivation and reward;active graphic content; exams; and presenting perspectives. In someembodiments, perspective displays of various kinds can be important forthe Knowledge Garden.

FIG. 11b illustrates Informed-Choice Paths and Knowledge Garden devicepair 1102 comprising an Informed Choice device 1110 and a KnowledgeGarden device 1120.

3) Overlay Outline and Concordance with Contexts—The third exampledevice pair conjoins Overlay Outline and Concordance with Contexts:Overlay Outline can be a generalized multi-level outline for textualmaterial that can be non-linear, and in some cases, does not need tosatisfy a tree structure, and therefore can allow for cross-connectionsbetween different branches and accommodates categorization along morethan one dimension and juxtaposition of diverse outlines.

Concordance with Contexts can begin with a concordance of significantterms or passages or objects or blocks of text in the material andestablishes contexts for them based on usages throughout the material.Overlay Outline can be a network of connectors among nodes pegged to thematerial from above, and Concordance with Contexts can be a network ofthreads, hub and spokes and sometimes scenes within the material, thatcan also reach up to take in terminology in the Overlay Outline.

In some embodiments, both Overlay Outline and Concordance with Contextscan be layered display fields with material as the bottom layer, but inthe usual case where the material is the same or similar for both, thetwo devices can be brought together as distinct layered overlays abovethe common material. In some embodiments, the Interweaver, functions inthis setting and provides creative scope for exploring the material anddeveloping structure that takes into account both Overlay Outline andConcordance Contexts. The newly developed structure reaches up from thematerial to share the space of the Overlay Outline. In some embodiments,this device pair can be suitable for exploring and elucidating structurein project various sizes, and can becomes increasingly beneficial as thescale of such a project increases.

FIG. 11c illustrates Overlay Outline and Concordance Contexts devicepair 1103 comprising an Overlay Outline device 1130 and a ConcordanceContexts device 1140.

4) Relationship Display and Dwordle Field—The fourth example device pair1 s Relationship Display selectively coupled with Dwordle Field. TheRelationship Display can be a formal graphic display for diagrammingrelationships that can have capabilities for sequential presentations;the Dwordle Field can be a creative platform for imagining entities anddelineating relationships. The two devices are selectively coupled sothat a diagram initially present in both closely-coupled fields can bedecoupled from Relationship Display, creatively enhanced in the DwordleField, and then integrated with the prior version in RelationshipDisplay by aligning or recoupling.

In various embodiments, these two devices can elicit two differentstyles of vision related to two different mental states: a diagram inthe Relationship Display evokes acute-focus vision, activates anintimate connection between visual and verbal analysis, and encouragesanalytical clarity; projection of a stripped-down display of the diagramin the setting of the Dwordle Field evokes wide-angle vision 1310 andfacilitates dwordling, which further encourages wide-ranging context.

In some various embodiments, the creative nexus of the CreativeDevelopment Environment (CDE.) and Creative Presentation Environment(CPE) is juxtaposing and alternating between these two distinct stylesof mental activity, which involve two different feedback loops: thefeedback loop between acute-focus vision and verbal analysis, which cometogether as analytical clarity; and the feedback loop between wide-anglevision 1310 and verbal analysis, which come together as wide-rangingcontext. In various embodiments, this device pair can be suitable forsmall and medium scale projects, and for an overview or perspective on aproject of any scale.

FIG. 12a illustrates Relationship Display and Dwordle Field device pair1201 comprising a Relationship Display device 1210 and a Dwordle Fielddevice 1220.

5) Panorama with Scenes and Context Gatherer—The fifth example devicepair can comprise Panorama with Scenes, which can generalizeRelationship Display, and Context Gatherer, which can generalize DwordleField. These two generalizations can handle a knowledge base comprisingtwo levels of information: a panorama layer with broader perspective;and a context layer comprised of localized or detailed contexts that areindividually meaningful. For example, a panorama might be a report andthe contexts its appendices and attachments; or the panorama might be areasoned argument or scientific paper with contexts that treat specificaspects in detail; or the panorama might be a compromise with thecontexts being special interests; or the panorama might be a synthesisof various materials with those materials as the contexts.

Panorama with Scenes can provide a sequential presentation in which thepanorama is maintained as a panoramic background like a relationshipdisplay, while the elements of the panorama being presented can belinked to the contexts of their origin in various ways. For example, thematerial can be presented as a succession of scenes, each of which isvisually highlighted as it is being presented by means of multipleinterior steps; or a presentation can refer to an individual context byhighlighting elements in the panorama arising from that context; or thepresentation can alternate between presenting the panorama andpresenting relevant contexts. The Context Gatherer can also have apanorama layer and a context layer, and can function as a layeredDwordle Field. The context layer can accommodate the grouping ofelements into contexts such as scenes, threads and hub and spokes,assigning context attributes, and creating connections within andbetween contexts. The panorama layer of Context Gatherer can interactwith Panorama with Scenes much as Dwordle Field interacts withRelationship Display, and offers further capabilities for organizingcontexts and crafting presentations involving contexts. In someembodiments, this device pair can be suitable for complex ormulti-layered projects of any size, and can maintain a cumulativeknowledge base of contexts that can be used for preparing panoramas.

FIG. 12b illustrates Panorama with Scenes and Context Gatherer devicepair 1202 comprising a Panorama with Scenes device 1230 and a ContextGatherer 1240.

Two additional example complementary devices are described below. Insome embodiments, these complementary devices can play an important rolein the Creative Development Environment (CDE.) and can also have otherapplications that extend beyond the scope of the CDE:

6) Dependencies and Requirements Display and Project Flow Field—Invarious embodiments, the CDE offers some capabilities of the Dependencyand Requirements Display paired with the Project Flow Field. TheDependencies and Requirements Display and Project Flow Field device paircan be a knowledge tool like the device pairs discussed above, and canalso function as a control structure and creative setting for anunfolding project.

In some embodiments, The Dependencies and Requirements Display andProject Flow Field device pair can be configured to help constructcomplex systems and then track and creatively support ongoingoperations. Dependency and Requirements Display can formalize necessaryattributes for each aspect of the system (Requirements) and how thevarious aspects of the system depend upon one another (Dependency).

The Project Flow Field can record the ongoing operation of the systemand can offer scope for innovative solutions and modification ofprocedures. In some embodiments, Dependency and Requirements Display canbe configured to be suited for Electronic Textbook design in situationswhere standards have been promulgated: educational standards arerequirements, and dependencies arise from both standards and pedagogicalneeds.

7) Implemented Versions and Evolving Design—In further embodiments, theCreative Development Environment (CDE.) can also offer some capabilitiesof Implemented Versions paired with Evolving Design. This example devicepair can depict and coordinate the product and design aspects of aproject. Some embodiments can be configured for managing ongoingresearch and development in complex technical projects in which releasesoccur from time to time (Implemented Versions) while design is beingcontinuously enhanced (Evolving Design.) The same capabilities thatcompare and contrast successive releases with one another and withdesigns can also serve to compare and contrast different solutions to aset of standards or other design; solutions may be successive drafts oreditions of one textbook, or different textbooks by different authors.

In various embodiments, the two devices in each of the seven exampledevice pairs can be configured to function jointly and interact closelyin an intuitive way. The CDE can also offer specialized tools in variousembodiments. Some tools can be associated with a device pair, such asStructured Display with Tabular Grid and Display Field, Perspectiveswith Informed-choice Paths and Knowledge Garden, Interweaver withOverlay Outline and Concordance with Contexts, Selective Decoupling andCoupling with Relationship Display and Dwordle Field, and ExpertKnowledge Articulator with Panorama with Scenes and Context Gatherer.Each of these is described below along with the associated pair, butthese descriptions are only examples of some embodiments. Flexibletools, which can be employed with several or all example device pairs,are described along with the first applicable device pair, but again,these descriptions are only examples of some embodiments.

Also, these device pairs can be more readily appreciated when presentedalong with applications. For example, one or more of the example devicepairs described herein can be related to an electronic textbook 5,including a K-5 Math Textbook, and the like. Illustrative applicationsdiscussed herein can accompany one or more of the example device pairs,and any other suitable device pairs.

Overlay Builder: With reference to FIG. 10, the overlay builder 56includes a display area 60, in which the overlay 41 (or electronictextbook 5) is displayed while the overlay is being created. The displayarea 60 is also used to display a completed overlay 41, and can be usedby users to navigate the overlay 41. Additionally or alternatively asdiscussed above, a browser add-on such as the browser add-on 40 is usedby users to navigate the overlay 41. The display area 60 is the CreativeDevelopment Environment (CDE) is the visual display field, referred toas the “display field”. It is also a graphics workspace, where overlayscan be assembled and the appearance of network displays can be crafted.It brings visual analysis (discussed in further detail below) to bear onthe development of an electronic textbook 5 or overlay 41. The overlaybuilder 56 further includes a text-based tabular array 61, which in theCreative Development Environment (CDE) is referred to as the “tabulargrid”. The tabular array 61 serves as the verbal analysis tool (asdiscussed in further detail below). It also offers full capabilities forassembling an electronic textbook 5 or overlay 41, and allows conveniententry of entities (i.e. nodes 10 or connections 7, halls of informedchoice, perspectives, etc.) and their attributes, as well as sorting andfiltering attributes, nodes, connections etc. The display field 60 andthe tabular grid 61 work in lockstep so that both modes of entry,display and analysis can be immediately engaged when appropriate. Youwill find that the Creative Development Environment (CDE) closelycorresponds to the user environment. In a way, this is analogous tofilm-making in the sense that the director/author at all stages ofdevelopment and the audience/users both experience the final product inthe same way, and in the sense that the director/author strives toanticipate the responses of the audience/user and hone the product tomeet their needs. In this case, the final product is experiencedprimarily through the closely coupled display field and tabular grid.However, in this case there is a further and even closer correspondencebecause most of the author's tools for developing understanding of thematerial and composing the electronic textbook are also employed by thestudent user to learn from and study and personalize his or her versionof the electronic textbook.

Tabular Grid & Display Field

Pairing of closely-coupled Tabular Grid and Display Field can be a corecapability of the Creative Development Environment in some embodiments.Joint roles of Display Field and Tabular Grid in creative developmentare discussed in more detail herein.

Pairing Tabular Grid & Display Field

In various embodiments, the Tabular Grid & Display Field can derive froma single project data base and present the same data in different forms.For example, the attributes of each aspect of the display field can bedisplayed as values in the Tabular Grid, and the values in the TabularGrid determine the display. When an element in the display field ischanged in any way—for instance renamed or resized or moved around—thosechanges can be reflected in the Tabular Grid, and those same changeswould result if the changes were edited into the Tabular Grid.

In some embodiments, the Tabular Grid includes all of the attributes ofdisplayed images, and the display can be reconstructed precisely fromthat data. Editorial changes can be made using either device. Inpractice, for some embodiments, it can be easier to modify the layout ofthe display through What You See Is What You Get (WYSIWYG) manipulationsin the Display Field and change verbal attributes such as names orappended texts by editing in the Tabular Grid. However, in furtherembodiments, systematic changes of appearance that apply across severalnodes can be more quickly implemented in the Tabular Grid than in theDisplay Field, and an author may prefer to continually focus on theDisplay Field in order to maintain concentration, and apply its tools toenter all sorts of changes.

As explained herein in more detail below in the paragraph having theheading “DISPLAY FIELD AND TABULAR GRID,” the display field and tabulargrid can respectively reflect visual and verbal workspaces, and worktogether to facilitate creative efforts. Combining verbal and visualinformation has a long history: Specifications for construction andengineering projects ordinarily involve drawings accompanied by legendsdescribing various elements shown in the drawings, and also textualmaterial with tables that give further specifications for the elementsand provide more extensive comments on the drawings.

Traditionally, plans and legends were prepared separately and drawn byhand, but increasingly these are now both produced by a computer-aideddesign system from a common model. Any physical project is likely toinvolve both visual and verbal analysis, which are supported by drawingsand by text, respectively. More broadly, verbal and visual analysis arecomplementary systems, and we benefit from engaging both of them in manytypes of analysis. Best results occur when a feedback loop conveysinformation from visual to verbal, and back again from verbal to visual.

In various embodiments, a closely-coupled pairing of a Display Fieldwith a Tabular Grid can support creative understanding in manybeneficial ways. For example, the Tabular Grid can organize theindividual elements and their attributes and the Display Field presentsthe larger picture. Together, the two can allow users to keep track ofthe significance of what they are doing—the big picture—while gettingthe details right and keeping such details in mind. Examples of anauthor's creative use of such tools is described in further detailherein. In various embodiments, Display Fields can form the basis for anumber of devices in the Creative Development Environment (CDE), whichhave been crafted to meet specialized needs. The eight devices that makeup the four other device pairs described below are examples of distinctinstances of Display Fields, each with an appropriately configuredTabular Grid.

Tabular Grid

In various embodiments, a Tabular Grid can be like a spreadsheet inappearance, and can have a spreadsheet's capabilities. For example, therows can represent elements in the project, in which case the columnscontain attributes of those elements.

The Tabular Grid can have many other capabilities as well. For example,the entry in each cell can appear like a mere number or image, but thecell also represents the object that has that value, and can serve foraccessing data about or controlling that object. Each of the rows andeach of the columns again represent a class of objects and can againhelp to identify, access or control the object. Consequently, in someembodiments, the Tabular Grid can serve as a control panel to carry outand track various procedures in respect to the underlying objects thatare described in cells, rows and columns.

Also, the Tabular Grid can represent different kinds of objects: forexample, in one embodiment, the rows can serve for both nodes andconnectors, for diverse levels in a tree structure that are interrelatedas parent and child, and for different historical states of entitiesthat are changing over time. In some embodiments, the Tabular Grid canbe used for importing data into a project and for exporting data.

In various embodiments, because of the close coupling of Tabular Gridand Display Field, the Tabular Grid does not always need to be used. Forexample, a small scale project without subtleties might be completedusing the Relationship Display and Dwordle Field, without ever needingto view a Tabular Grid. The Tabular Grid can be beneficial in someembodiments when there are multiple creative dimensions and/or too manyelements to keep in mind at one time. Such a mode can be the defaultmode of import and export. In embodiments where a project can benefitfrom a Structured Display or the user needs to be aware of detailedattributes, the Tabular Grid can be central to the creative process.

When exploring attributes of a population of constructs in order tothink through their relationships and cluster them into categories, itis often helpful to alternate between sorting and filtering them onvarious attributes in the Tabular Grid while observing attributes indetail and possibly defining new cluster attributes, and subsequentlycontemplating a graphic display of the clusters that have been formed.Each iteration can lead to further understanding and result inidentifying further attributes that better discriminate key aspects ofthe constructs.

The Tabular Grid is further described below in the paragraphs having theheading “TABULAR GRID,” “Attributes of Nodes and Connectors,” “OtherAttributes” and “Other Grid Instances.” Use of the Tabular Grid inimporting materials and assigning attributes is described in more detailbelow in the paragraph having the heading “Importing Draft Materialsusing the Tabular Grid.”

Attributes

In some embodiments, The Tabular Grid can be configured to present theattributes of every element in the Display Field. Such attributes caninclude qualities of the element, information about graphic displays,and the like. Attributes are discussed above in more detail in theparagraph having the heading “Attributes in an Electronic Textbook.”

Display Field

A Display Field displays an assemblage of visual images—for instance adiagram made up of nodes and connectors. As described in more detailherein, the display field serves the visual graphics workspace forcreative development and the presentation field for overlays andperspectives, and provides the user with the significant benefits ofvisual display of conceptual thought (see e.g., paragraphs below havingthe heading “DISPLAY FIELD AND TABULAR GRID” and “DISPLAY FIELD.”

In various embodiments, the background of the Display Field is notinert: it is like a fertile field, because new elements can be plantedanywhere on the background by clicking there and applying tools to putthe desired object in place. Locations in the background can also beaware of certain abstractions that apply to them, such as scenes withinwhich they fall. Elements displayed in the field can likewise be morethan simple images. Their attributes can be modified by proceduresapplied to them. Connectors can be easily added, moved or deleted. Spacecan be opened up to alleviate crowding and distribute objects moreregularly. Groups of elements can be aligned on horizontal or verticalaxes or in other configurations like circles or regular multi-sidedfigures. The display can be layered to accommodate multi-layeredperspectives and offer drilling down and other transitions betweenlevels.

Structured Display

In various embodiments, a structured display flexibly displaysinformation that floats freely while work is underway. In someembodiments, the structured display is tabular by default: it can bepopulated from a table and it can be formalized into a table at anytime. It can be an intermediate between the open flexibility of thedisplay field and the formal structure of the tabular grid. It can be acreative extension of tabular data that appears in a display field formodification and enhancement. It can be an informal array, a collectionof entries in rows and columns that can be moved around spontaneouslyand then later realigned as a rectangular array. Other structures suchas concentric circles or spokes around a hub are also possible infurther embodiments. The whole of the Display Field or any part of itcan be dedicated to a structured display, or an additional instance of aDisplay Field can be initiated for this purpose.

In some embodiments, structured displays can be very helpful at anintermediate stage in the author's creative process, as is describedabove in the paragraph having the header “Structural Connections,” andas described in the paragraphs below having the headers “Opening aStructural “Project Matrix” in a Display Field,” “Laying out theColumns,” and “Laying out the Rows.”

Information in structured form can also be carried forward all the wayto the final presentation. For example, as discussed below in theparagraphs having the heading “Structural Views,” “Path Display:PathText Ordering,” “Using Structured Displays during Development,” and“Structured Displays in the Final Product,” one of the perspectives thatcan be built into the Knowledge Garden for a multi-year electronictextbook can take the form of an array in which lessons or grades appearas rows, while topics, styles of exposition or levels of presentationappear in columns.

Close Coupling

In various embodiments, close coupling assures that differentclosely-coupled devices or views (in this case the Display Field and itscorresponding Tabular Grid) of the same data remain in perfectcorrespondence. The two displays are in lockstep, and any modificationto data in either one immediately shows up in the other, as explained inthe paragraph below having the heading “Display Field and Tabular Gridare Closely Coupled.” This can become important when different kinds ofoperations are being performed on two or more displays with data incommon.

Implementation of this capability can be one of the more demandingaspects of software development for the Creative Development Environment(CDE). In some embodiments, the most reliable approach, can be to havethe Tabular Grid and Display Field be different renderings of identicalobjects in the same database, so that any change to the database fromany source immediately impacts both devices.

Multiple Instances

Multiple instances of Display Fields and/or Tabular Grids can be open inthe same project at the same time, as explained in the paragraph belowhaving the heading “Multiple Display Fields and Tabular Grids Can BeUsed Simultaneously.” All can be windows into the same database, and allcan be used simultaneously. Advantages of having multiple instances areillustrated in more detail herein. In some embodiments, by default,close coupling extends to every instance, but it can also be useful todeliberately decouple an instance as a field for innovation.

Layers

Different levels of an outline and different degrees of detail can bearranged and depicted as layers in space. Alternatives can also bearranged and depicted in this way, with similarities stacked verticallyso that they merge into one when viewed from above, and differencesoccupying distinct positions when seen from above. Layering is often themost effective way to compare and contrast multiple sources.

Layers are significant features in many displays. Like different levelsof an outline, different levels of significance, from greatest at thetop to smallest at the bottom, can define layers. Comparable structureswith similarities and differences can sometimes be best rendered bylayers. A three-dimensional table can be rendered as layers oftwo-dimensional tables. Sometimes layers can be organized into tiersthat group several layers.

Layers can be important in Panorama with Scenes and Context Gatherer,where panorama layer and context layer are pegged together, and inOverlay Outline and Concordance with Contexts, where the Overlay Outlineis the upper layer, the material is the lowest layer, and ConcordanceContexts occupy intermediate space and extend up to the Overlay Outline.Layers are also basic for Informed-choice Paths and Knowledge Garden,where paths often appear as an overlay and perspectives sometimes useviews from above or from an angle. Layers are often the moststraightforward solution when applications juxtapose different kinds ofdata.

Layers can be viewed from above, viewed from any angle in a projectionof a three-dimensional model, and drilled down through. They can also besuggested by assigning icons of decreasing size or less distinct colorsto lower layers. Three-dimensional displays may eventually be projectedinto true three dimensional viewers.

Group-Selection Tool

The group selection tool is used in display fields to assemble a groupof nodes and connectors for any purpose. For example, they can beselected for grouping into a scene, for including in another view ordeleting from the current view, for deleting from this project orcopying for export to another project. Nodes and connectors can also beselected for formatting commands such as to move the group, to align thegroup with a grid, or to shrink or expand spacing between nodes withinthe group or around the borders of the group. A selected group can bealigned vertically, horizontally, in any direction, or in a circle.

Relevance-Contracted Dispersion

In projects with many elements, it is often helpful to use amathematical algorithm to lay out the Display Field in a way thatemphasizes interrelationships and puts related items close to oneanother. This is explained below in the paragraph having the heading“Positioning algorithms.”

In some embodiments, preferred algorithms have three main features.First, they are relevance-weighted: when two elements are closelyrelated, the algorithm places greater value on positioning them close bythan it would if they were weakly related.

Second, the positions of chosen nodes can be anchored to positionsselected by the user; the algorithm can be configured either to fixthose positions absolutely or to establish them as high-priority targetsthat should be approached as closely as possible.

Third, based on these criteria the algorithm seeks to disperse theelements and arrange them to minimize cross-connections wheneverpossible, while also seeking to achieve overall compaction.

The algorithm can be used to improve the organization of a draftarrangement laid out by the user, or it can be used as a preliminarytool to work out a trial arrangement. The anchoring capability allowsthe user to work through several iterations if necessary, organizingsome of the elements by hand and then using those positions as anchorsfor the algorithm's arrangement of the remainder.

Functions of Display Field and Tabular Grid Serving both User andAuthor: Users of the electronic textbook benefit from a non-linearoutline, in the form of an overlay in multiple layers, presented in thedisplay field; the author of the electronic textbook assembles thisnon-linear outline as the material is being gathered, and organizes thematerial using the same overlay in the display field or tabular grid.

Users of the electronic textbook are able to access and extend thenon-linear outline in either visual or verbal formats, respectively thedisplay field and tabular grid; the author of the electronic textbookconceives of and assembles the material for the textbook using the sameformats, display field and tabular grid.

The electronic textbook user reviews the path already traced andexplores options ahead observing views of the non-linear outline in thedisplay field; the author of the electronic textbook uses the same viewsin the display field to design and test navigation paths and optionalchoices for users.

Users are able to use the display field and tabular grid to makepersonal notes on the items in the electronic textbook, add items to theelectronic textbook and create connectors among these notes and items,for their own benefit or the benefit of others; the author uses thedisplay field and tabular grid in the same way to create the non-linearoutline overlay that determines navigation paths and options.

The electronic textbook user adds additional items to the electronictextbook using the display field and tabular grid and offers these to aprivileged user or the author for inclusion in the textbook; theprivileged user or author reviews the material suggested by the user,deems it worthy of inclusion, and uses the display field and tabulargrid to incorporate it into the electronic textbook.

Users work in the display field to include diverse audio and visualmedia in their notes on items in the electronic textbook; the authoruses the display field and tabular grid to assimilate various audio andvisual elements in the electronic textbook.

The electronic textbook user employs the glossary to find the meaning ofa term, and then uses the display field to view selected highlightedinstances of the term sought; the author uses a list of terms in thetabular grid to sharpen up language and develop a glossary, and uses thedisplay field to verify terms for the glossary by viewing selectedinstances of terms under consideration.

The user's understanding is heightened by links between items in thedisplay field that demonstrate logical relationships—“visual logic”—orsuggest important associations—“drawing with meanings;” the author usesvisual-logic and drawing-with-meanings tools to explore complexinteractions and elicit new ideas while simultaneously developinggraphic material for the electronic textbook that the user will laterview.

Overlay Tools: Additionally, the overlay builder 56 has a suite of tools62 available for use by the user to create, modify or view the overlay41. Example tools include tools to facilitate adding nodes orconnections to the overlay, such as templates 62 a that can be draggedand dropped into the display area 60. The locations of the nodes andconnections are similarly modified by dragging and dropping them intothe desired new locations. The overlay builder 56 allows the user todefine paths through the overlay 41 in the display area 60, either bythe user traversing the nodes and connections and viewing the content,or alternatively by the user merely selecting the desired nodes andconnections from the display field, for integration into the path.Buttons, scrollbars and rotation tools 62 b can be used to manipulatethe overlay 41 in the display area, for example to zoom in or out, panup, down, left or right, or rotate the view, or search the content ofthe overlay 41 or that connected to by the overlay 41. The overlaybuilder 56 allows the author to save the overlay 41 as it is undercreation, including saving snapshots of the overlay 41 in progress.These saved snapshots are archived for the author to return to asdesired.

Using CDE Components: We now turn to a discussion of the optionsavailable in a creative development environment of an embodiment of theinvention, and the ways the options may be used to create electronictextbooks or overlays.

Informed-Choice Paths & Knowledge Garden

In some embodiments, the device pair comprising Informed-Choice Pathsand Knowledge Garden allows multifaceted material to be assembled andeffectively presented; helps to structure the material for learning;organizes the material for accessibility by users with diverse interestsand learning skills; fosters user self-understanding; elicits an activeapproach to learning; and develops user perspectives on learning andknowledge.

Pairing Informed-Choice Paths and Knowledge Garden

Designing a body of material to support Informed Choice can yieldseveral benefits. The overall breadth and quality of the materialincreases, because diverse resources can be offered to serve diversepurposes. Informed users can optimize their personal learning experienceby selecting instructional formats and materials that are mostappropriate for them. By making informed choices, users take more activeroles in the learning process. Users who receive “meta-information”about learning and view perspectives on knowledge while being informedare able to interact more effectively with the material. Finally, theprocess of informed choice helps each user to better appraise personalneeds and learning style.

When multiple paths through varied material exist, users' curiosity andinterest can be awakened by disclosing inviting opportunities forexploration. The metaphor of a garden is appropriate: Walking alongpaths in a traditional garden, one sees pleasant vistas of other spotson other paths. In a knowledge garden, special features developed forone path become visible to users on other paths and potentially benefitthem as well.

The process of crafting informed-choice modules enhances the author'scomprehension of users' states of knowledge at each point in thelearning process, and can result in clear presentations that crisplyaddress the key points in the material. Visualizing a knowledge gardenhelps the author to appreciate the material's potential, and inspiresnew approaches to presentation.

Informed Choice

We will learn to understand the subject matter better while alsolearning more about ourselves when we are able to choose among variousmodes of learning and optional supplements, while receiving the guidancethat we need from the textbook to make informed choices among them. Itis helpful to provide the user with a variety of ways to choose amongstthe paths, or to make other choices which will enhance the user'seducational experience. The electronic textbook 5 facilitates creativedevelopment, learning and teaching. While helping people to learn thesubject matter at hand, it also helps them to learn more about their ownstate of knowledge and to clarify their thoughts.

Various suitable unstructured questions can be suggested aspossibilities for the textbook to invite the user to ask, such as “Whyam I doing this: what's in this for me? Can you make this moreinteresting? More relevant. I need an example! I'm completely lost. Idisagree with this. I'm interested; can you tell me more about this? Gointo this more deeply?”

As these examples illustrate, an author can embed many possible stylesof interaction between user and textbook in the textbook design.Questions like these serve a dual purpose: the answers help the textbookto understand the student's situation so as to guide the student down anappropriate path, and responding to the questions helps the user tonotice her/his state of mind and consider personal factors that cancontribute to successful learning.

The Electronic Textbook makes available to the author a number ofdifferent Modes of User Interaction. The following modes areparticularly important for informed choice:

Offering Options puts the user in charge. The user is empowered to askfor further clarification on any of the available options before makinga choice. Once the choice has been made, the user may be required tofirst proceed to a vestibule where various preliminaries such asintroductory material are offered. In some cases, background knowledgechecks and “Test your Skills” Exercises in the vestibule serve to verifythe user's preparation, so that it can be supplemented through targetedinstructional material as needed.

“Test your Skills” Exercises evaluate the user's understanding, and givefeedback to the textbook about the user's present state of knowledge.The user generally has the opportunity to ask for guidance or furtherinstruction as needed. Mistakes may prompt further investigation andretraining, as explained below.

Questioning the User and Receiving Questions from the User are importantelements of user interaction, and are particularly significant when theuser is interacting with an electronic Study Partner.

Encouragement, Motivation and Reward are services that can be readilyoffered. For example as discussed in detail in the paragraph abovehaving the heading “Study Partner,” a Study Partner can help withencouragement and motivation. The paragraph above having the header“Setting Goals and Monitoring Progress” explains how goals can be setduring Informed Choice dialogues and how the electronic textbook canmonitor performance and offer guidance and targeted instruction to helpthe user to succeed. The paragraph above having the header “‘Wrappers’”describes how the textbook can assist the student in formulating“wrappers” or other study plans and sharing them with a teacher ormentor.

Active Graphic Content allows the user to interact with the textbook byactively participating in the graphic. The layout and sequence of eventsin the graphic help to clarify relationships and chains of causation andmake the learning process more memorable. Like computer gaming, thegraphic evokes the user's interest, supports the user's concentration,and retains the user's attention.

Exams are another service readily offered by the electronic textbook.Mock trial exams can be arranged for a student, and officialexaminations in a classroom can be administered on behalf of theeducational institution. The textbook presents the exam, manages thepresentation of the exam, and receives and grades the answers. Theauthor may have included exam questions in the textbook design for sucha purpose, or tools for generating test questions with randomizedelements may be built into the textbook, or questions may be provided bythe school.

Presenting Perspectives is very important in the Creative DevelopmentEnvironment (CDE) and Creative Presentation Environment (CPE). Much ofthe development work is done on a Display Field that shows a perspectiveon the material. Structured Displays showing multi-layer perspectives oncontent are suitable development views in many projects.

Modeling Learning and Knowledge

Effective design for Informed Choice depends on modeling the knowledgeto be acquired, determining how various modes of instruction can instillthat knowledge, and employing the strengths and weakness of each modefor different kinds of students.

Effective implementation of Informed Choice depends on tracking overtime the user's current state of knowledge, learning preferences, andstyles of learning. In the earlier grades, it may also be useful tomonitor the user's interactions with the learning tool—such as anelectronic textbook—for signs of poor communication, frustration, lossof interest or loss of confidence, inattention, distraction, forgetting,inexplicable errors and so on. To improve the user's experience andfacilitate success, the learning tool will ideally also have access tomodeling of patterns of performance—ranging from error to excellence—andreporting tools that can be used to share information with instructors,parents and mentors.

Informed-Choice Paths

Choice is informed by demonstrating possibilities, sketchingalternatives, introducing the parameters of the decision, and makingguidance available when requested. All of this establishes context forthe user. The paragraphs below having the header “Knowledge isInformation in Proper Context” explain that mere information is data outof context, while knowledge is information in proper context. To helpothers to make wise choices, it is important to help them to establishcontext by inviting them to ask appropriate questions.

Features, Halls, Logic Views, Nexuses and Connectors: In graphicalterms, a “feature” is a node and a “connector” is a link between nodes.Also halls of informed choice, logic views and logical nexuses are otherkinds of nodes where connectors converge. Features, Halls, Logic Views,and Nexuses are displayed as nodes in the display area 60, whileconnectors are displayed as links. In the tabular grid 61, thesefeatures are displayed as rows (or columns) in the display.

Here are some ideas about using features, halls, logic views, nexusesand connectors:

For example, for young students, who love to explore, one possiblerendering of an ordinary junction or simple Hall of Informed Choice isin the form of a room with a door or doors ahead on the same level forsubsequent steps along the present path that are of equal difficulty,hatches in the floor for basics and remedial clarifying material, andhatches in the ceiling for advanced topics. Presenting the path as aseries of rooms and presenting transitions along the path in this waymay help to hold students' attention. Rewards for successful exploringcan be offered to excite students' interest.

How do you determine features?: If a topic is important enough todeserve to be in an outline, it should be a feature. Why? Because thenetwork of features displayed in the display field 60 and the tabulargrid 61 is like an outline, and you want the topic to be included inboth areas. If the topic is a piece of a logical structure it should bea feature, so that it can appear in a structured display, such as a hallof informed choice. If the topic is going to receive connections fromelsewhere, it should be a feature so that those connections canterminate in a node.

Halls of Informed Choice

Halls of Informed Choice are described in detail above in the paragraphshaving the heading “Halls of Informed Choice, “Gateway,” “Vestibule,”and “Gallery”: and the paragraph below having the heading “Points ofAccess” discusses access points such as formal gateways. Informedchoices can be presented in Halls of Informed Choice, and also madeavailable in other circumstances when requested by the user.

How do you determine halls of informed choice?: These should appear atpoints where you want the user to pause and reflect. Gateways are pointsof entry for new visitors and/or transition between major sections.Vestibules are typically reached after the user chooses to set off innew direction: they encourage the user to pause for consideration andhelp the user to establish a personal context before proceeding.Galleries present comparable choices: any set of features that belongtogether in a list can appear in a gallery, and a gallery can alsousefully collect a set of scattered features that share something incommon. (For example, the set of instances of a given term or phrase areshown in a gallery.) Ordinary junctions are like trail junctions with asignpost.

How do you determine logical nexuses?: Here is an example: You beginwith important relationships among constructs, ideas that are importantto your message. You plan to present their collective relationships in alogic view. These may be relationships of cause and effect, which aredirectional from cause to effect, or refutations that are directionalwith reverse implication. There also associations that tie twoconstructs together, which are bi-directional, and contradictions thatare bi-directional in reverse.

It's likely that each of the constructs involved will deserve to be inthe outline, in which case each becomes a feature in its own right andlogical connectors can handle the relationships among them. But supposethat the relationships among the constructs are complex, so that theremay be a number of separate factors on the same connector, and/or alarge number of crisscrossing connectors. In that case the diagram maybe confusing rather than helpful: to clarify it, look for underlyingfactors that participate in the relationships among the constructs. Eachof those underlying factors may be involved with only a few constructsin straightforward ways. Therefore create a logical nexus for eachunderlying factor, connected to the features it relates with.

For example, suppose that six constructs are closely interrelated, withas many as twenty linkages among them. This could be depicted with 20individual connections in a single logic view displaying all of thoseconnections, but all the crisscrossing might be confusing. However, ifthe connections have six flavors that each correspond to an underlyingfactor, the diagram becomes much clearer when logical nexus nodes arecreated for the six underlying factors, and each factor is thenconnected to the constructs it relates to. This approach can visiblycapture the essence of the logical linkages.

Finally, how do you determine connectors?: Connectors are of severaltypes. There are connectors that express intrinsic relationships betweenthe features they connect. These are “associating connectors” becausethey relate to the meaning and content of the features. Some associatingconnectors will be logical connectors that actually represent logicalrelationships and meaningful associations per se, as discussed above.

Also every path is expressed as a series of connections between nodesthat are stages in the path, and so connectors are the links betweennodes in a path. Such connectors belong to their path: if another pathincludes that same connection, it will have a distinct connector.

A connector could also be a stage in a path, but that may be confusingbecause a connector is intrinsically a link and has no home location.Therefore it's preferable not to include a connector as a stage in anypath, so if you see a need for this create an ordinary junction nodebefore the connector to serve that purpose.

One special form of path is the sequential ordering that leadsprogressively from the first to the last item in a list. Sequentialordering is another function of connectors. There are connectors betweena parent and its children, for instance the title of a list and themembers of a list, or a node on one level of a tree and the nodes on thenext level that branch from that node.

Organizing Material for Nodes: Each node has a title and optionally ashort abstract-typically a sentence or short paragraph. Beneath these isoften text and images in web format. Every such node should have somematerial. There is no upper limit on the extent of material. Ordinarilyeach node will have its own material, stored separately for example as aseparate page of content (e.g. a web page). However, children of a nodecan be placed together with the parent in the same content store (e.g.on the same page beneath their parent, with their own URLs, titles andabstracts, in sequential order).

Text and Images for Nodes and Connectors: Think of the title of afeature node as the title of a section in a chapter, and place below itwhatever text and images belong to it. The material can be as extensiveas needed. In an embodiment, the feature nodes have roughly the sameamount of text as each other. Alternative embodiments allow them varyinglengths based on the complexity of exposition in the node.

Connectors can have widely varying amounts of text, and may have none atall. Think of the connectors in paths as transitions, and provide asmuch text as necessary to clarify that transition in that path. When apath is printed (for example to create a linear book as discussedabove), by default connector texts are printed in italics and featuretexts in ordinary type. Reading through the printed version is a goodway to see how well your connector texts fit in. Logical connectors thatexpress relationships should have text (or images) to explain the natureof the relationship, and the text should be as long as needed.

Assigning Significance Levels to Nodes and Connectors: One of thedisplay options is to show the nodes down to a certain level. Forexample, the nodes can be organized as in linear outlines, with thehighest level being one and the lowest being nine. When preparing anon-linear outline, it's very helpful to assign levels to significantnodes carefully, so that the layout of your network is clear at everylevel, and successive moves down to include lower levels add informationacross the board in a consistent way.

Halls of informed choice are typically assigned to the higher levels ofthe network, because of their important roles in navigation. A hallshould typically not be at a lower level than the major nodes that itleads to. In this manner, when a user collapses the lower levels of thenetwork, to more easily understand the higher-level organization of thematerial in the network of nodes, the user will not lose sight of animportant hall of informed choice, until and unless the nodes the hallconnects to are also collapsed.

Unless a connector is assigned a level, its level by default is thelower of the two nodes that it connects. However the display generallytraces connections between high level nodes being displayed even whenthere is no complete connecting path at the levels shown, typicallyselecting the shortest connecting route and showing it with a lighterline corresponding to the lowest level of the connection along thatroute.

Points of Access: It is sensible to design your material around accesspoints and paths. Purpose-built gateway nodes are the primary accesspoints. In the case of a website, internal web pages that are likely tobe reached through search engines can also be viewed as access points.It is not necessary for an electronic book or overlay to have more thanone access point or more than one path, but it is often preferable toprovide alternate access points, to give users a variety of ways toexperience the content, and to cater to a variety of learning modes asdiscussed above. Paths are routes that present valuable aspects of yourmaterial effectively to the audience that comes to them. Thus, anelectronic book or overlay that has many different paths through it willprovide an enhanced experience to the users.

Knowledge Garden

How can there be a Knowledge Garden that is distinct from the materialsin Informed-Choice Paths that make it up? The answer lies in the designof the paths through the material, the informed choices offered, and theperspective views that the user sees. A wealth of supplementary optionspresented in an appealing way can enrich the user's experiencestraversing the paths, as described in the paragraph above having theheader “Knowledge Garden.”

Stages on a Path and Optional Features: In a conventional book thestages are sequential, the path is linear, and the flow is like theunfolding of verbal thoughts. Viewed as a means of communication, a bookinvites the reader to journey through a landscape familiar to theauthor, who simultaneously narrates the journey and presents thelandscape in a single stream of words. The author's adventure wheninitially developing this landscape is implicitly present at all times:the journey remains highly personal and yet in some sense it is fullyshared.

The word “garden” suggests something quite different. As a visitorstrolls through the garden, paths chosen, steps taken, eye movementshere and there, thoughts and impressions collectively create a uniquetexture of experience. The continuity in which each sensory image isembedded is the visitor's own continuity, not the gardener's. The plantsthat have been laid out to grow in the garden shape it through theirvitality. As a consequence the gardener is somewhat removed from thevisitor's experience. In a way the gardener is a facilitator whose workis peripheral to the life of the garden.

It is helpful to think of the stages of the path in an electronic bookor overlay of embodiments of the invention in the same way. Each has itsown aspects of meaning, and should be well rounded. When as author youplace a stage of a path (i.e. a node or a connection) in conjunctionwith other stages to achieve an effect, you are facilitating a varietyof possible experiences for your users, none entirely predictable.

Optional features (such as the nodes 10 c, 10 e, 10 j, or the path 14 cdiscussed above) represent possible excursions: the user can considertheir qualities and easily decide whether to reach out to explore themor leave them aside. Their potential interest should be readily apparentfrom a brief abstract, presented for example as a tooltip to the userwhen he mouses over the node in the reader 21 or add-on 40 discussedabove. That way the user can evaluate them without confusion, and keepthe possibility in mind so as to possibly return later if some newassociation awakens an interest.

The arrangement of choices and the manner in which they are presentedcan have a significant effect. Here is an example of a Knowledge Garden:

In a textbook for young children, a collection of learning opportunitiesor a glossary of terms and symbols can be represented by a crowd ofsmall figures in different shapes and colors, gathered together in aninteresting background scene. Each figure portrays a distinct item, andis identified by a label on its chest or hat. The scene and theportrayals may not change during the school year, and may remainconstant for several years, but the positions and behavior of figureschange so as to highlight items that are presently relevant to thestudent's learning. For instance, items that are most relevant in thecurrent lesson may be enlarged and bob up and down in the crowd whilebearing labels on their hats, while items that are related but not socritical may stand or sit quietly in the front row with big smiles ontheir faces and labels on their chests. In a Kindergarten math text, forexample, the very first figures might be people with big heads withlabels like “1” and “2” and “0.” The figures are cute and bob up anddown as if to say, “You might want to know about me, so please come tome and learn.” This display is a Hall of Informed Choice, specifically aGallery. It can also be understood as a view in a Knowledge Gardenbecause it juxtaposes many learning opportunities in a friendly andfamiliar way. A student who is puzzled by a symbol or term on any pagein the textbook can jump to this timely Glossary, where symbols andterms on the student's current page and lesson are highlighted, and mostrecently introduced items are most active. If the student has made amistake in an exercise, items that are closely related to the solutionmethod and the student's error are emphasized. When the student respondsto a figure in the Glossary by selecting it, the textbook carries thestudent along a special path through active features that explains theitem and show how it is related to the work the student is currentlydoing.

Perspectives

The creativity of perspective centers on responding to the user's stateof mind at each point on the path. What are the possibilities? Will someaspects of a larger picture be welcomed? Are clarifications needed? Isit time for a field trip to another topic? Each of these possibilitieswould be best presented by a different perspective, so it makes sensefor the author to help the user to decide on perspective by making achoice. Paragraphs above having the header “Perspectives” describeperspectives, including view ahead and path traced. Perspectives canhighlight different categories or focus on different levels of details.Any Hall of Informed Choice can display on request one or moreperspectives. Perspectives can be shown in a Display Field or a TabularGrid, as appropriate.

Perspective is bounded by visibility. What is visible and what is not?

Visibility: As author, you determine the visibility of nodes and paths,as discussed in detail above. Once the user has settled on a path,normally that entire path from beginning to end becomes visible, but youcan set the parameters in a different way. You can also determinewhether other paths are visible or not, and from which points on thepresent path they can be seen. You also determine which optionalfeatures are routinely visible from each point on the path.

Perspectives can take many forms. One straightforward perspective is amap or plan of the Informed-Choice Paths in the Knowledge Garden and thestations along them. This is like an aerial view seen from above. If theplan involves multiple layers, these can be stacked vertically beneaththe plan and viewed from above or they can be treated as athree-dimensional layout and viewed from any angle. The perspective canalso be depicted as if walking forward along the path or looking forwardthrough the windshield of a car, so that features stand out above alevel plain or are seen crowning hilltops in a range of rolling hills.Or stations can be depicted compactly as arcs of concentric rings, withnearest stations in the first arc, the stations beyond them in a secondarc, and so on. When a choice is being considered and again when achoice has been made, the details of a more narrow perspective canbecome visible through a vestibule. Formal Gateways can open onto theperspective within the gate or show it through the gated opening.Alternatively, the Informed-choice paths can be rendered in an entirelydifferent setting, such as a city, village or building.

The environment for crafting paths in a Knowledge Garden, such as anoverlay builder, can be instrumented to offer a good deal of flexibilityat all levels, from the individual steps of a path up to wide-rangingperspectives on the Knowledge Garden as a whole. Uses of the OverlayBuilder are described in more detail herein throughout the disclosure.

Application 2—K-5 Mathematics Textbook

Our initial demonstration of an Electronic Textbook (ET) is a prototypefor a K-5 mathematics textbook. We have chosen this demonstrationproject for several reasons: Recently implemented Common Core StateStandards in the United States call for improvements in math educationand express concrete requirements. The span of coverage is K-5 becausethese six grade levels are treated as a coherent series in the U.S.Common Core State Standards. Math is the most natural medium within thegeneral curriculum for teaching logical thinking and productive thought.Innovations to the beginning math curriculum may help to addressinnumeracy. Math instruction takes place in two distinct styles ofpresentation—procedurally oriented instruction using rote learning andcookbook solutions, and understanding-oriented instruction using moreinsightful, meaningful and visual-tactile methods—and the sharp contrastbetween the two suggests an interesting opportunity to create a textbookthat offers both. Finally, dependency mapping among educational modulesis an interesting challenge, and in this case it can simultaneously meetthree significant needs: documenting the sequence of modules thatsatisfy Common Core State Standards; building into the textbook requiredcore completion, the required backbone that must be preserved amidst theflexibility of Informed-Choice Paths; and implementing error diagnosisand retraining capabilities in the ET.

Features of the Textbook

Most of the features of the textbook are explained elsewhere in thisapplication. For example, the design includes: average, remedial andadvanced tracks at each grade level; bothrote/cookbook-solution/procedurally oriented andmeaningful/visual-tactile/understanding-oriented styles of presentation;provisions for tie-ins of useful material from outside sources;presentation of practice exercises and test questions that are supportedby correctness feedback and informed-choice presentations of remedialexposition, and that inform the ET's calibration of the user'sperformance and learning preferences. The record of the student'sperformance and learning choices as a whole can be analyzed for learningpatterns, which may lead to adjustments of the student user's paththrough the material, either invisibly by procedures compiled into thetextbook or by presenting informed-choice options to the student.

The materials in the textbook cover multiple grades, and offer adifferent entry gateway for each grade. The material for each gradebegins with a review section that is condensed from the previous grade'smaterial from Grade 1 onward, and from level P for Kindergarten. At eachgrade level, advanced material reaches forward to the subsequent gradeand beyond, and remedial material extends back to the previous grade andearlier grades as applicable. A truly advanced student can potentiallycomplete the material for more than one grade in a school year, and astudent challenged by math can potentially catch up by more than onegrade. The multi-year textbook offers a natural way for the student'slearning preferences and progress metrics to be carried forward fromyear to year.

The prototype textbook is designed to be downloaded onto a computer oroperated from the cloud. It includes features relating to studentcommunication with privileged users (instructors, parents and othermentors) as well as communicating and sharing information with otherstudents. Privileged users have a separate login, which empowers them tosee the whole of the knowledge garden, and to extend and modify thetextbook to the extent permitted by their degree of privilege. Access tothe textbook is secure and personal data is encrypted to ensure privacy.

The textbook contains active material of many kinds, and cannot beeffectively used until it is activated, so activation charges for usecan be assessed one year at a time. Consequently, the textbook can bemade available on a year by year basis. The publisher can update thetextbook each year and even within-year without disturbing a student'sprior study history as recorded by the textbook.

The student's general learning preferences are determined when thestudent begins with the textbook and revisited at the inception of eachsubsequent year. Learning preferences and capabilities can also beassessed within a grade, based on student responses. Parents and/or theinstructor are invited to participate in this process. The color paletteis adjusted to non-standard colors or shades of gray if color contrastsare only partially perceived or not perceived at all. The size andboldness of the font is determined according to the student's needs,both in terms of absolute size and in terms of pixel count for thechild's default access tool, be it tablet, laptop or monitor. The roleof audio in the instructional process, which may extend to a “studypartner” for the student, is decided.

An ET can be designed as multi-lingual. It can also be designed tocustomize symbolism and cultural preferences, so that it becomes trulyinternational. In a multi-lingual text, preferred language and culturalpreferences are determined, and beyond that the student is potentiallyoffered the scope to view or hear translations of instructions in asecond language. In a bi-lingual school, instructions in the twolanguages can be coordinated.

Other aspects of learning preferences, such as preference for verbal,visual or simultaneous visual/verbal presentations, and preference forwritten language or graphic image presentation, are elicited along theway, and can be validated by experiments in which different modes ofpresentation are alternated and resulting performance is evaluated.

Visibility is also dialed up or down to suit the student's needs. Abalance point is chosen between allowing the student to explore learningoptions, on the one hand, and reinforcing the student's focus oncompleting each lesson, on the other. These preferences along with thestudent's grade level determine the options provided in the ET viewerand the configuration of informed choices.

Active content is an important strength of an ET. Practice exercises andtest questions can be administered, and responses evaluated. A wronganswer can be simply reported as incorrect, or the correction can besupplemented with a renewed explanation of the correct approach.

The author can take advantage of the ET's capability to detectsystematic error patterns and attribute them to varied causes such asfailing to grasp the wording of the question, haste or carelessness inthinking through the answer, failing to check the answer, andmisunderstanding: When the apparent cause is flawed understanding ofspecific material that came earlier in the textbook, the ET is capableof composing a remedial guided tour (or detour) for the student,including exploratory exercises that pinpoint the student's difficultiesand subsequent retraining exercises targeted to correct themisunderstanding. The capability to track down the source ofmisunderstanding, taken together with the ET's potential ability toshare student records anonymously with author or publisher, allowsstudent performance to be monitored for signs of problem areas in whichthe ET can be improved.

Informed choice is the most significant dimension of active content.Halls of Informed Choice show various routes availability and variousoptions to choose among, and each hall can include a small bit oflearning that gives perspective on the knowledge being acquired. Forexample, if the student is offered the option to pause and complete aset of exercises that will test skills before proceeding, the choice canbe presented as “test skills now or go on to learn the next skill beforetesting.” Skills that have been recently learned can be listed forpossible review or testing, and the student can be offered an optionalpreview of the next skill. As another example, the student can beoffered the choice of going on to the next lesson or seeing another useof the skills in the present lesson before proceeding. Options can bemade available for previewing before a choice is made. As anotherexample, a student might be offered this possibility: “Now that you havelearned this, you are ready to learn something that is cool and useful,but before you get there you'll need to learn another thing which maynot be as much fun. Would you like to learn that other thing now so asto get to the cool skill that follows?”

Math Instruction Oriented Toward Understanding Rather than Procedure

Almost all of us are familiar with the repetitive exercises used inteaching math in the early grades. We learn to count and we learn thedigits in order, and then when we have assembled a list of numbers inour memory, we learn to add and subtract which amounts to mentallymoving up and down that list. Later we learn the multiplication tablesand learn division as well, learning workable procedures by frequentrepetition. All of this is accomplished by repetitive practice or “rotelearning.” All this practice can develop our powers of concentration,teach us patience and discipline our thought process. However, it is notclear that rote learning is the best way to learn math. Later on in K-12math we will learn to solve problems of substantial complexity by using“cookbook” procedures. We are further developing our thought process,which is good, and learning to proceed patiently through a series ofsteps to achieve a result, but again it is not clear that applying thesecookbook procedures is the best way to understand the mathematicalprinciples that we are learning. What would understanding-orientedinstruction be like? There are now and have been many good examples ofthis over the years, so for the present it seems better to indicate someaspects that will be implemented in the K-5 math textbook.

Understanding-oriented instruction develops and relies on such things asintuitive understanding, insight into the uses of math, practicalapplications and manipulation for hand/eye coordination. For students toappreciate math, it is also important for them to learn to comprehendthe purity of abstract mathematical operations, on the one hand, and theambiguities of mapping these pure abstractions into the physical world,on the other. Here are brief descriptions of several routes tounderstanding: In various embodiments, the fundamental route tounderstanding is to make use of what you have learned and developpractical skill by learning through experience.

A basic route to understanding and insight is to explore ambiguity: forexample, suppose that you start with four similar objects and cut two ofthem in half? Do you now have six objects or do you still have four ordo you only have two? If numbering refers to the number of pieces, younow have six. If numbering refers to the amount of material in theobjects, you still have four. If numbering refers to perfect originalobjects, since two have been spoiled by cutting them in half, you onlyhave two. The answer depends on the intent of the questioner, and byunderstanding how different intents lead to different answers, we learnmore about numbers and mathematics.

Another basic route to understanding and insight is to learn twodifferent approaches that accomplish the same purpose. In math, oneapproach can be used to solve the problem and the second approach can beused to check the work.

Another basic route to understanding is experiments. Even in theearliest grades, problems like “Find three numbers that when multipliedtogether make 42,” which are solved by trial and error, encourage astudent to be curious about how numbers work. Simple exercises like thismay teach some students more about multiplication than reviewing themultiplication tables. A more interesting experiment for the third gradeis presented at the end of this section.

Another basic route to understanding is to juxtapose the general and thespecific. For example, if you are going to add and subtract severaltimes in succession, can you do the operations in any order? Yes. Why?Because this corresponds to putting things in and taking them out of apile, and the pile will be the same in the end. Can you perform a seriesof multiplications and divisions in any order? Yes. Why? It can be donein any order because multiplication and division make the pileproportionately bigger and smaller, and when all of the proportionaladjustments are finished the pile will be the same size regardless ofthe order. However, note that various orders of multiplication anddivision may generate different fractions as intermediate answers alongthe way. While that is easily handled in math, when working with aphysical pile, sometimes you may have to cut a piece apart in order totake out the right fraction: the order influences how much cutting apartyou need to do. So now you see that you can do addition and subtractionin any order, and you can do multiplication and division in any order.Any questions? Can you mix between these two pairs in any order? No.Well then, are these two pairs—addition and subtraction, on the onehand, and multiplication and division, on the other—similar to oneanother? Yes, very similar: multiplication and division are the same asadding and subtracting, except that it is logarithms that are added andsubtracted rather than the numbers themselves. That is how a slide-ruleworks, though few examples are found these days. Another basic route tounderstanding employs analogy or comparing and contrasting. An analogybetween two things allows each to be better appreciated. For example,adding and subtracting numbers are like moving to the right and to theleft on the horizontal axis of a graph. Comparing and contrasting twothings allows each to be understood from the perspective of the other.For example, subtract 1 from 2 means the same thing as 2-1, but when wewant to understand negative numbers, 2-1 more clearly shows thatsubtracting 1 from 2 is adding the negative number −1 to 2.

Another basic route to understanding and insight consists inrepresenting the same material both visually and verbally in variousformats such as images, written words, spoken words, diagrams, andphysical manipulations.

Another basic route to understanding and insight derives from hand/eyecoordination. Much of our intuition derives from coordination ofphysical movements with visual experience.

Several of these routes to understanding are combined in the followingactive-graphic project: In the prototype K-5 math textbook we introducea small device that can be simulated as an active graphic and alsoproduced in physical form for children to use like an educational toy.The device allows the user to demonstrate math concepts with rollingballs that are fenced in when appropriate. It consists of a smallworking area with fences around it and movable fences that can be placedinside. The working area is sized for twelve balls on the vertical axisand ten balls on the horizontal axis. In the toy, the working area liesflat on a table, and the working area slopes gently upwards away fromthe user in the “12” dimension so that marbles readily roll down towardthe user, and slopes somewhat less steeply to the left, so that marblesalso tend to roll to the lower left corner. Ordinarily labels for thedigits 1-9 are placed below the first nine positions in the bottom row,beginning from the left, either on the bottom fence or on the flatsurface outside it, and the same labels are placed on the first ninepositions on the left edge of the device beginning in the bottom leftcorner.

The idea is to rely on gravity—real in the physical toy and emulated inthe graphic—to move the balls into instructive configurations, and tohave the child supplement this natural movement by moving the balls toperfect their positions—physically or by dragging on the screen. Thisone device is frequently used for insight demonstrations in the K-5curriculum, so that users become familiar with it and develop aninstinctive physical intuition about numbers and mathematics. The hopeis that the device will help with understanding and become particularlyvaluable for students who might otherwise be challenged by innumeracy.In this description the balls will be referred to as “marbles,” but insome applications the balls might be substantially larger.

Here are some examples of how the device can be used:

(a) The numbers one through nine can be explained by dropping ninemarbles into the upper right corner of the field one by one. Each onewill progressively fill the bottom row to the point where thecorresponding digit is placed.

(b) Then the concept of ten is explained by filling the ten-space-longbottom row entirely, and illustrated by placing the label 10 at the endof the bottom row, on the right hand edge outside the fence. In the FIG.10, the one at the beginning means one row of ten, and the zero thatfollows means that the row is counted as ten rather than as a count ofones.

(c) Adding additional marbles progressively explains the numbers from 11to 99. Then the number 100 is explained by filling the layer completely,and explaining as in (b) above. Later on, using the same diagram, theconcept of squaring a number can be explained by the fact that thesquare array, ten by ten makes one hundred.

(d) The usefulness of numbers can be intuitively grasped by just dumpinga bunch of marbles inside the fences and seeing them informally countthemselves as the force of gravity settles the marbles toward the lowerrow and more weakly toward the leftmost “one” column. (Normally, theuser will need to adjust the positions of a few marbles to perfect thecount, and performing this task helps to reinforce the physicalintuition.) This exercise also explains that numbers measure exactlywhat we intuitively understand as quantity (many or few), and thatconversely, we can use our intuitive sense of quantity to approximatenumber. Students using the physical toy can be encouraged to first weighthe marbles in their hand, and guess how many there are, before droppingthem into the upper right hand corner so they will be counted. Studentsusing the graphic can estimate the number that are visible on the screenwith a quick glance before introducing them into the work area.

(e) Continuing from (c) above, when a fence is placed horizontally abovethe tenth row, and still more marbles are placed in the appropriate wayto begin a second layer on top of the first, numbers greater than 100are treated in the same way as before.

(f) With four small fences, each two marbles long and two marbles high,binary numbers can be explained in the same fashion and the concept ofsquaring and cubing a number can be explained intuitively, since thefences make a cube.

(g) Addition can be explained by first dropping in marbles of one color,up to the first number to be added, and then separately marbles ofanother color up to the second number to be added, and then once the twocounts of marbles have been verified, dropping the two groups into theframe one group at a time, to show the answer and show how the twonumbers contribute to it. (Then the marbles can all be dropped in at thesame time to show how the marbles from two original sets get mixed upand become indistinguishable in the answer. This is an instance ofambiguity: if we care about the colors, then mixing the marbles byadding them up goes against our concern for their differences.)

(h) Multiplication can be explained for any number up to 10 and anyother number up to 12 by moving the right fence to the smaller positionand then filling in the space between the left and right fence up to thelarger position. The concept of squaring a number can be explained bythe squareness of the array when a number is multiplied times itself.

(i) Division can be explained, when the divisor is no more than ten bymoving the fence to the position of the divisor, and then dropping inthe number of marbles to be divided: the number of full rows is thewhole number in the answer, and the marbles left over are the fractionalremainder.

G) Perfect division is achieved when the remainder is zero. This allowsthe idea of a prime number to be easily explained: For any number lessthan 25, drop in that number of marbles and move the fence back one byone from ten to two, to see if at any point there is no remainder in thetop row. If there is no remainder, a perfect divisor has been found; ifno case occurs then there is no perfect divisor greater than one and thenumber is prime.

(k) Fractions that are less than one can be intuitively explained bymoving the right fence to the position of the denominator, and thenplacing that quantity of marbles on the first row in one color to fillthe bottom row, and then placing marbles of another color in thequantity of the numerator on the row above, and visually comparing theproportional sizes of top and bottom.

(l) Fractions that are greater than one can be reduced by following thesame procedure, and then noticing that each filled row from thenumerator corresponds to one unit of the denominator, so that there areas many instances of the denominator as filled rows and what remains hasbeen reduced to a fraction less than one.

(m) Following this same procedure, fractions in which numerator anddenominator have a common divisor that can be canceled out to reducethem, can be explained by moving the fence to the position correspondingto that common divisor, and noticing that the denominator below and thenumerator above both correspond to an exact number of rows, so the ratioof the two remains the same when all columns except the first areremoved.

(n) The device can also be used to present understanding-orientedexercises such as checking one's work with a second approach, explainingambiguities, experimenting and the like. Here is one example suitablefor the average track in the third grade, where it helps to addressseveral Common Core State Standards. This example can also be introducedprogressively in earlier grades as an advanced exercise. Thisdemonstration elegantly demonstrates the subtle logic of mathematics,and it also creates an attractive pattern in the work area: Put a marbleof one color in the lower left corner. This represents 1×1=1, or!-squared. Now put a border of three marbles in another color to fill inaround I-squared and make 2×2=4, or 2-squared. Now put in a border offive marbles to fill in around 2-squared to make 3×3=9, or 3-squared.Continue to fill in borders for the squares of numbers 4, 5, 6, 7, 8, 9and 10, in each case using a different color than before. To make thework area more attractive, alternate colors in a regular way: forexample if there are four colors of marbles, choose an order such asred, green, blue, yellow and repeat that until reaching ten. Now countup the marbles that comprise each square. For example, there are fourmarbles in 2-squared, and 49 marbles in 7-squared. Now, to check yourwork, count up the marbles in each border, for example 3 in the borderthat fills in 2-squared, and 13 in the border that fills in 7-squared,and then add up the counts of the borders successively to confirm thesame answers. The experiment is almost finished! Do you see an importantpattern in the numbers of marbles in the borders? What is that pattern?Can you explain it? Answer: beginning with the single marble for 1, theborder counts are the odd digits from 1 to 19. The pattern can beexplained verbally, and as will be explained somewhat later in the K-12program, it corresponds to the equation (x+1)-squared=x-squared plus2x+1: the border count for each squared number is twice the previousnumber plus one, or equivalently, twice the present number minus one.

As discussed above, relevant expositions can be simulated as an activegraphic depicting marbles moving under the force of gravity, and eithera snapshot photo or a video can serve to display each demonstration.FIG. 17 illustrates an example presentation 1700, which comprises ahalf-page-wide vertical panel 1705 having series of stages 1710 in thepath-ahead 1715 for a math student one above another as if extendinginto the distance. On the right and adjacent to some of these stages1710 but not all, there can be corresponding optional concrete,intuitive display 1720.

In an upper right panel 1725, a family of Overlay Supplements 1730 asdiscussed herein can be presented. This panel is one example of aknowledge garden, with a network of paths on each of several layers,each offering a different perspective on a knowledge base, and allvisible from a higher perspective on the knowledge as a whole.

The panel in the lower right hand corner of the page can explain theglossary in the form of a crowd of terms 1735 with labels bobbing up anddown, as explained in the paragraph having the heading “Stages on a Pathand Optional Features” above. This presentation of a glossary can itselfbe a knowledge garden, with the terms 1735 arranged so that the mostrelevant ones are the most interesting or most apparent.

While these three example fields 1705, 1725, 1735 focus on knowledgegarden, each one also involves informed-choice paths, respectively theaverage path with informed-choice options to make a side trip to theactive-graphic; the family of overlay supplements, each aninformed-choice guide to the knowledge base; and the informed-choicepaths that lead to the glossary from the student's prior location andcarry on through it to responses and further paths tailored to thestudent's current situation, as explained in paragraph having the header“How do you determine logical nexuses?” Accordingly, FIG. 17 illustratesexample embodiments of the device pair of informed-choice paths andknowledge garden.

An Illustration: Presenting a Culture

This application deploys Informed-Choice Paths and Knowledge Garden in amainstream, informative publication that might be distributed as anelectronic book or website or both. The emphasis is on users' freechoice of paths, in sharp contrast to the compulsory progression in atextbook.

The salient features of this application are, first, intrinsiccomplexity with many interrelated factors; second, diverse facets thatderive from the complexity and characterize it in interesting ways;third, presentations concerning these diverse facets that demonstratethe author's contribution; and fourth, potentially interesting roots ofthis contribution that reach into the intrinsic complexity. Manypublications and bodies of documentation share these features, such astechnical documentation; manuals and guidebooks of various sorts;materials relating to the social and biological sciences, medicine andtherapy; and many other expression of human systems and creations.

To illustrate, suppose that you are presenting a culture. It might be anational culture or the culture in a community. It might be aprofessional culture or a religious way of life. It might be an idealculture, something to aspire to. In any case, suppose that your usersare people from that culture and other people who interact with peoplefrom the culture, or who want to understand the culture or hope to joinit. How would you lay out the information and present it?

At the heart of any culture is a mode of experiencing life and enactingthe culture. Different people play different roles, but they share thiscommon mode of interacting. The reasons why this mode makes sense topeople in the culture—the logic of these ways of interacting—has many,many facets that are mutually interdependent. As a result, there is agreat deal of complexity to communicate. If you try to cover thiscomprehensively in a book, potential readers may be daunted by thecomplexity. On the other hand, if you compose a shallow treatment thatemphasizes anecdotes about people's ways of interacting and theirpersonal priorities, much of the value in the publication will be lost.

Informed-Choice Paths and Knowledge Garden offer a straightforwardmethod for addressing this challenge. Let the entertaining anecdotes beyour gateways. Users will come because of the appeal of the anecdotes.Perhaps a user will be particularly interested in one gateway, becauseof having already experienced something similar. Your first job asauthor is to satisfy the user with your treatment of the anecdote. Yoursecond job is to offer the user an appealing perspective that willinvite the user to delve deeper into your knowledge garden. You alreadyknow a little about the user: the user has been attracted to thatanecdote and has responded positively to your treatment by showingenough interest to consider exploring further. Now you can offer theuser a range of attractive optional links from which to choose. Thechoice the interested user makes will give you one more bit ofinformation, an additional clue to how best to lay out the user'ssubsequent path.

Perhaps you next offer the user a selection of other anecdotes akin tothe first. Or you may offer a gallery showing all the anecdotes so theuser can consider them all. You learn more about the user's interestsfrom the selections that are made. Moving around the periphery of yourmaterial to view your treatment of the anecdotes, the user is alsolearning more about your work. At some point you can offer the user achance for a dialogue about possible benefits from your book or site.Based on what you learn from the dialogue, you offer the user anInformed-Choice Path through the medium depth material: In this secondphase, the user will see anecdotes presented in greater depth andaccompanied by discussion of the culture's qualities. ThisInformed-Choice Path can be structured to lightly present yoursystematic message. At this level, the user sees options from time totime to explore topics closer to the complex heart of the culture—thelogic of its interactions. Selecting such an option would take the userinto the realm of interdependent complexity for the firsttime.

When your material is offered in this way, users discover their ownideal version of your material by following their own interests andletting you know what those interests are. Some users will reach theheart of your presentation in their individual ways, and thereby benefitfrom your treatment of its complexity, while others will be content toremain at the periphery or venture to medium depth.

Making a Knowledge Garden with Tabular Grid & Display Field

DISPLAY FIELD AND TABULAR GRID: The overlay builder 56 uses the displayfield 60 and the tabular grid 61 to construct the electronic textbook 5or overlay 41, and to incorporate the features, halls, logic views,nexuses, connectors and other aspects discussed above. The display field60 and tabular grid 61 respectively reflect the visual and verbalworkspaces, working together to facilitate the author's creativeefforts.

DISPLAY FIELD: The display field 60 is the visual graphics workspace forthe overlay builder 56. The same basic framework of the display area 60is also used for the display of large-scale perspective displays of thecontent for readers, for example when the reader wants to get aperspective view of the entire textbook or overlay, or large portions ofit.

Benefits of Laying Out Concepts Visually: The overlay builder 56 allowsyou to display many aspects of conceptual thought visually. Thiscapability has at least five significant benefits: prompting memory;aids in sharing your thoughts and cooperating with a team; offeringperspectives that help you to notice errors and omissions; fosteringcreativity; and facilitating more effective thought.

Preparing Depictions: The display field 60 can show perspective displaysfor a work in progress or a finished textbook or overlay. The display 60can be initialized from the Non-linear Outline of the site, and editedor reshaped in any way as appropriate. The elements (e.g. nodes,connections, etc.) in the display can be moved around to new positions.The templates for the perspectives actually used in the publisheddocument will be laid out here in the process of development. Any givendepiction of the elements of the textbook or overlay can be modeled inthe display field 60 and then saved as a perspective. This is also ahome page for editorial work. New features can be created, newconnections added, paths created and extended and so forth. Features andconnections can be edited. Halls of informed choice can be defined andedited. In the display field 60, positioning of the various elements isimportant. Appropriate position is an aid to productive thought.Positions can be determined by mathematical algorithms or assigned bythe author's judgment.

Positioning algorithms: Mathematical algorithms can arrange the nodes toas to minimize crowding of nodes and crisscrossing of connections. Whenthe perspective centers around a specific location or path, thealgorithms rely on distance from the center or centerline to develop anattractive layout. When the author has assigned significance levels tolayer the nodes and connections, or has assigned any other kinds oflayering, the algorithms take account of layering so that each layer isefficiently depicted. The algorithms are also very useful when adjustingthe positioning after new nodes and connections have been added, nodesand connections have been removed, or the author has moved some nodesand connections manually. Algorithms also serve to “seed” a creativedisplay field with raw material according to some existing structure,before the author begins a creative project.

Positioning by the Author: The author can select the positions of nodesand connections for purposes of creativity and communication. Increative exercises described below such as the dwordle, drawing withmeanings and visual logic, apparently random subliminal selection ofpositions helps the author to coordinate verbal and visual analysis.Communication of the underlying relationships among nodes is highlyenhanced by positioning them in accord with their interrelations. We arefamiliar with positioning nodes in the two aspects of sequence andsignificance level in a linear outline, or laying them out in twodimensions in a diagram. The same principles apply here where linearoutline and diagram combine in a non-linear outline.

Display Options: Ordinarily the visual display field 60 shows featuresand connections between them in graphic form as nodes and connections.To encourage creativity, existing structure can be optionally hidden, ormerely hinted at through color coding or spatial proximity. The primarydisplay field 60 shows the global view of all nodes and all connectionsthat are not path-dependent. Additional display areas 60 can be broughtup for any desired custom display (e.g. of a perspective) and any givenpath. Most displays for users are also presented by default in thedisplay area 60, and the user thus sees them in the same way that theauthor does. To further facilitate this, the overlay builder 56 caninclude the features of the textbook reader 21 or the add-on 40, asdiscussed above.

TABULAR GRID: The tabular grid 61 is the verbal and numerical workspacefor the overlay builder 56. Each node and each connector appears as anentity in the tabular grid 61 and occupies one row of the array. Eachcolumn of the array presents an attribute of the nodes and connectors.

Attributes of Nodes and Connectors: Some attributes apply to both nodesand connectors. For example,

-   -   (1) Unique identifying number    -   (2) Title    -   (3) Medium (e.g. audio, visual, text, HTML page, interactive        graphic etc.)    -   (4) Type    -   (5) Link to Brief Abstract    -   (6) Link to medium    -   (7) Significance level    -   (8) Parent relationship to children corresponding to each        appearance of the entity in displays and paths.

Other Attributes: Other attributes apply to nodes or connectors but notboth. For example, nodes may have a customized display. Connectors willhave a unique directionality and identifying numbers for the nodes theylink. In the primary sheet for the tabular grid 61, all nodes and allconnectors that are not path-dependent appear as rows in the tabulargrid. The grid display is actually a hierarchical tree, with the rowsand connectors as the highest level displayed by default. Any rowcorresponding to a node can be expanded to see all of its appearances inpaths and custom displays, which appear as indented rows beneath.

Other Grid Instances: Additional sheets can also be brought up asadditional tabular grids 61 for any path and any custom display. Theadditional sheet shows only those nodes and connectors that participatein the custom display and/or path.

JOINT ROLES OF VISUAL DISPLAY FIELD AND TABULAR GRID: We now turn to adiscussion of the uses of the visual display 60 and the tabular grid 61in conjunction, to demonstrate their joint roles as core elements in theoverlay builder 56.

EARLY STAGES OF DEVELOPING MATERIALS: In the example below, the authormakes use of the following elements in an intermediate stage ofdeveloping material for an electronic textbook:

-   -   (1) the primary display field 60    -   (2) the primary tabular grid 61    -   (3) an additional tabular grid 61 workspace to handle        irregularities in speech recognition    -   (4) an additional display area 60 with a structural display of        the project matrix    -   (5) an additional display area 60 with a linear outline of        topics    -   (6) an additional display area 60 with a dwordle    -   (7) an additional tabular grid 61 for topics    -   (8) an additional tabular grid 61 for connectors

Planning an Electronic Textbook: Suppose that an author is composing anelectronic textbook that offers text and image material for remedial,average, and advanced levels for a second grade mathematics class. Theauthor also plans to include interactive graphics that offer moreintuitive explanations of the topics. Consequently there are four“flavors” in the project: remedial, average, advanced and intuitive. Theauthor is tentatively planning to cover about sixty topics, which mightrequire up to 240 features if different features were provided for everyflavor of topic. The author plans that the total will be substantiallyless, closer to 170, because for some topics one feature will serve bothadvanced and average, and for others one feature will serve for bothremedial and average, and also because some interactive graphicsfeatures naturally handle more than one topic and present the logicalconnections between topics most clearly when topics are treated togetherin a single feature.

Importing Draft Materials using the Tabular Grid: The author has alreadyused a word processor to create drafts of text for 80 features and adesktop publishing tool to create text and images for 40 more features.The author has also created 12 interactive graphic features thatcollectively present about forty topics. In addition, the author has 8audio recording features that introduce and summarize eight sections ofthe subject matter. The author is now beginning to develop theelectronic textbook.

The first step is to keyboard or import into the project database (suchas the digital library 64 discussed above) the identifying informationfor these features: title, brief abstract, medium and type. All thetitles, and some of the abstracts are pasted in from tables where theyhave been assembled. Media are straightforward and quickly specified.All are of type “feature”. The links to the media are pasted in at thesame time. All of this work is done in the tabular grid 61.

Overlay Outline & Concordance with Contexts

The device pair comprising Overlay Outline and Concordance with Contextsgeneralizes the linear table of contents and index in a traditionalbook. The overlay takes a top-down approach, while the set of contextsfor concordance constructs is a bottom-up mapping of the material.Top-down and bottom-up meet in a creative region of interwoven threads.The interweaving of outline with concordance contexts illuminates thetexture of the material and offers an imaginative approach for largeprojects. This device pair is suitable for exploring and elucidatingstructure in a project of any size, and becomes increasingly essentialas scale increases.

Overlay Outline is also referred to as a “Non-linear Outline.” It is ageneralized multi-level outline for textual material that is non-linearand provides for cross-connections between different branches,categorization along multiple dimensions and incorporation of multipleoutlines. Concordance with Contexts begins with a concordance ofsignificant terms or other constructs in the material, and establishes acontext for each based on usages throughout the material. OverlayOutline is a network of connectors among nodes that are pegged to thematerial from above, and Concordance with Contexts is a network ofthreads, hub and spokes and sometimes scenes within the material, thatreaches up to take in terms in the Overlay Outline. Both Overlay Outlineand Concordance with Contexts are layered displays with material as thebottom layer: in the usual case where the material is the same orsimilar for both, the two devices can be brought together as distinctlayered overlays above the common material. An important tool, theInterweaver, functions in this setting and provides creative scope forexploring the material and developing structure that takes into accountboth Overlay Outline and Concordance Contexts. The newly developedstructure shares the space of the Overlay Outline.

Background: Table of Contents, Footnotes, Index and Glossary

Traditionally, a table of contents gave a top-down overview of topicscovered and the order of presentation, while an index in alphabeticalorder gave a bottom-up list of important terms and their significantusages. Both provided page numbers as navigation aids. The variouspassages that were referred to in a term's index entry provided acontext for the term. A traditional Glossary offered a selected list ofkey terms along with definitions.

The table of contents has now been extended to a multi-level outline,and indexes have been supplemented and largely supplanted by searchabletext. Traditionally, cross-references between related elements in apublication were provided by parenthetical remarks in the text,footnotes or endnotes, or in index entries. Many of these notationspresented “interconnects” between topics in different sections orreferred the reader to a glossary. Now interconnects can be offered moreefficiently through hyperlinks.

Search tools and hyperlinks make material more useful and accessible. Wenow use these to find things and to explore context. Although the searchprocess can be cumbersome, frustrating or confusing, we frequently findwhat we're looking for, and along the way we sometimes discoverunexpected things.

Reinvention: Overlay Outline and Concordance with Contexts

Linear outline becomes a non-linear, multi-level Overlay Outline, whichpreserves the useful functions of a linear outline in a more generalstructure suited for collections of related material. The traditionalselective list of index terms is replaced by a concordance: a fullconcordance comprising all elements, or a more focused list built arounda glossary and other key elements. The traditional list of page-numbersis replaced with hyperlinks to key usages, which are assimilated in abottom-up context for each element.

Top-down non-linear outline, and bottom-up concordance with context canbe interwoven. Top-down and bottom-up meet together in a middle tier, acreative region where traditionally separated forms of information arejuxtaposed. The elements in this region can share general markers forimportance, relevance, nature of relationship, complexity and any otherdesired attributes. The user can navigate through the joint structures,sometimes traversing the non-linear outline and sometimes navigatingamong nodes and scenes by quantified intensity of relationship.

Content and content-headings, and also relationships andrelationship-headings can be searchable, and context can be built up byquantifying degree of relationship and by explicitly defining bottom-upand intermediate “scenes.” Everything, including scenes, can besearchable and sharable. User paths can be recorded and evaluated forthe benefit of user communities.

Pairing Overlay Outline and Concordance with Contexts

The paragraphs below having the header of “Speedy Content Development”describe the benefits of combining top-down and bottom-up perspectiveswhen developing content.

Pairing Overlay Outline and Concordance with Contexts provide for threetiers, which may each extend over multiple layers: the upper tier istop-down, an overlay outline; the middle tier consists of variousinterconnects; and the lower tier is a concordance, which may be eitherselective or comprehensive, that is extended upwards by “contexts” forsignificant terms. Contexts include both threads and scenes: threads areconnections to instances of and references to the term that occur in theupper and middle tier, as well as elsewhere in the lower tier. Scenesare significant usages of the term in its various connotations and withvarious associations.

Concordance with Contexts is closely analogous to an active dictionaryfor the material in the project: the parallel is so close that it maysometimes make sense to extend the Concordance with a mapping to anactual dictionary, presented on a lower layer.

The Overlay Outline offers an overall map of the material, whilecontexts for significant constructs from the concordance are mapped tousages of key constructs in the material. These maps can be compared andanalyzed. If the material has been thoughtfully organized, and theOverlay Outline has been carefully prepared, the overall map and themaps of usages of key terms and passages will show importantsimilarities. Each outline section has both a header and a text: thetext in each section can be characterized by significant constructs(ordinarily terms and passages) that appear more often within it thanelsewhere in the material. Section headers generally use terms thatappear again in the text of the section, and some of these will probablybe characteristic constructs within the section. Sections linked bycross-references share similar characteristic terms, and sections thatshare characteristic terms are generally related. Consequently,correspondences between the topics of the Overall Outline andcharacteristic constructs will link topics to key usages, and otherinteresting patterns may emerge.

An author originally preparing a publication can use this device pair asan aid to composition. The Overlay Outline is the author's top-down viewof the material being prepared, while the author's delineation of keyterms and passages, which may optionally be embodied in a glossary ofterms and/or a collection of important scenes in the material,determines the concordance; and the interweaving of Overlay Outline withConcordance with Contexts offers a rich presentation of the outline'sconsistency with the material. At any suitable point, an alternateconcordance using all terms can be analyzed to see if significant termshave been missed.

A commentator or annotator preparing an Overlay Outline for existingmaterial can begin the Overlay Outline with a list of titled sections,e.g. Chapters and Sections within chapters; begin the list of key termsand aliases with entries in an existing index and/or glossary; and beginthe cross-reference links with cross-references found in the index andin notes. From that point forward, the work can continue in the devicepair, editing in changes to the Overlay Outline, and modifying the listsof Concordance constructs, glossary definitions and aliases as the workproceeds.

An analyst or translator studying the material in depth can use theresources just mentioned while emphasizing Concordance with Contexts,beginning with a complete concordance and proceeding through the termsin the concordance one by one, developing an analysis of multiplemeanings where necessary and assigning definitions and/or translationsas required. When it is helpful to prioritize terms by significance andfocus on key terms, it may also be helpful to emphasize key scenes thatexemplify usages of key terms and/or in which multiple key terms appear.When a term has multiple applications or meanings, the user canpartition the context into sub-contexts manually: a representative usageof each sub-context becomes its “root scene,” and the various semanticusages are assigned to the appropriate sub-context. In some forms ofpresentation, significant scenes are displayed along with the OverlayOutline as illustrative contexts that epitomize the material.

A broader effort linking material from multiple sources written by asingle author raises different challenges because diverse topics andpurposes may be involved. It may be appropriate to establish multipleOverlay Outlines, arranged within the comprehensive outline as differentlayers, each of which concerns a coherent subset of topics and/orpurposes that make up a body of work. As distinctions among the OverlayOutlines are refined, each characteristic construct and scene can beassociated with the body or bodies of work in which it is predominantlyapplied.

A translation project involving multiple authors reaps further benefitsfrom the development of Overlay Outline, characteristic constructs, keyscenes, and Concordance with Contexts because the editorial work can bereadily partitioned by characteristic construct and the outcomes of thecommon effort are clearly demonstrated in the scene translations thatresult. It makes sense to reach consensus first on key terms and keyscenes before proceeding with the translation effort as a whole.

A collective effort translating a body of material that derives frommultiple authors can be considered the ultimate capability of thisdevice pair. This is illustrated by the “Systematic Translation ofReligious Literature” application presented below.

Overlay Outline

Overlay Outline is a generalized multi-level outline for textualmaterial that is non-linear and allows for cross-connections betweendifferent branches and accommodates categorization along more than onedimension and juxtaposition of diverse outlines. It serves the samepurposes as a traditional outline and extends the outline'sfunctionality. Like a traditional outline, it provides a multi-levelmapping of content, an overall perspective from the top down. No longerlimited by the traditional tree-structure, it can readily disclosefurther complexities. For example, it naturally handles material that isstructured like an array, with content arranged on more than one axis.It can disclose connections that extend between branches of atraditional outline. It can offer different perspectives on the samematerial. No longer limited by the linear path from beginning to end, itcan offer specialized gateways and customized sequences for diverseindividual applications.

The paragraph below having the heading “The Non-Linear Outline BlendsLanguage and Diagram” explains the value of blending language anddiagram in the non-linear outline. Paragraphs above having the header“Functions of Display Field and Tabular Grid Serving both User andAuthor” explain how the Overlay Outline in multiple layers is useful forreaders as well as for the author. Paragraphs above having the header“Display at Various Levels of Detail: Assigning Outline Levels,” “OtherLayers: Expressed and Hidden Arguments,” and “Assigning Layers to Pathsin the Electronic Textbook” explain the use of outline levels in theOverlay Outline, and describe how these are displayed as layers and howthe overlay outline is capable of displaying only the higher outlinelevels at or above a chosen level. The paragraph above having the header“Overlay Tools” explains some aspects of editing an Overlay Outline anddescribes some of the editing tools that are available. Paragraphs abovehaving the headers “Preparing Depictions,” “Positioning algorithms,” and“Positioning by the Author” describe methods for positioning nodes inthe Overlay Outline as well as in the material below.

Concordance with Contexts

The concordance is the list of constructs—terms, passages, objects orblocks of text. Each construct can be accompanied by a definition, linksto aliases, and links to important usages. The links from each constructto its key usages extend through the text like spokes from the glossarydescription which serves as the hub. Other connections that trace thecontinuity of mentions of a construct stretch through the material likethreads. Concordance with Contexts can provide this range of informationfor key terms selected for their significance, delineating anddisplaying the instances of key terms dispersed throughout the text. Thelist of key terms and selection of most significant usages can beconstructed by an editor, with the aid of an algorithm that locatespromising passages and presents them for approval. When appropriate, thecoverage can be readily extended to any other terms of interestrequested by a user.

In Concordance with Contexts, the concordance does not need to belimited to words or terms. Scenes and important passages of all kindscan become the hubs for contexts. Concordance with Contexts can presentthe heart of each outline section by erecting a bottom-up structure ofactual usages and key scenes that display the selected material in itsoriginal form. Spokes that extend upward from the concordance combinewith threads that trace usages, creating a bottom-up mapping or patternof connectivity for key terms or any terms. Bottom-up threads combine toreinforce one another, offering a bottom-up version of the material'sstructure that may conform with or diverge from the overlay outline. Inone embodiment, the electronic textbook user employs a glossary to findthe meaning of a term, and then uses the display field to view selectedhighlighted instances of the term sought.

Creating a Concordance of Words and Phrases: Upon request, the overlaybuilder 56 assembles a comprehensive concordance of all words andphrases in the features, with an associated database of all instances ofeach word or phrase used. Since transcriptions have not been providedfor the audio recordings, the overlay builder 56 uses voice recognitionto transcribe them, and a second tabular grid 61 worksheet is brought upto present queries arising from ambiguities in the transcription. In anembodiment, the word-recognition algorithm prioritizes itsinterpretations to emphasize terms already included in the concordance.The rows of the tabular grid contain successive segments from thetranscription, and the author can either view only those segmentscontaining highlighted queries or alternatively all segments in order,with the ability to step automatically from one query row to the next.

A concordance can generalize to a “list of all” that can extend beyondwords to passages, images, diverse media, texts, authors, and all kindsof elements in a project. A concordance can have layers: for example, alist of web-pages could generate a concordance of page titles andkeywords, a concordance of the pages' web-links, a list of theirreferences, and a list of the terms appearing on them. Each of thesefour categories generates a set of threads interconnecting the pages,and each can be represented as one layer in a multi-layer diagram of theconnectivity among the pages.

Contexts for Terms and Passages: Threads, Scenes, and Hub and Spokes

A thread that tracks the various appearances of a term links thosepassages together into context. More broadly, a context maps the rangeover which a particular idea or unit of knowledge applies. Just as anode on a high outline level is the base for a branching network ofoutline nodes on lower levels, a context is often an assembly of morespecific nested contexts. The forms of context considered here arethreads, scenes, and hubs with spokes.

Threads connect related usages, generally in sequence. Spokes linkingusages to a defining hub are important because of the interconnectionsthat they trace. Often the interconnections for various terms intersectin cogent passages that can be thought of as “scenes” because theycontain a cohesive cluster of interrelated ideas. Threads, hub andspokes and scenes are examples of contexts, and weave together intolarger contexts.

As described in more detail herein, hubs and spokes can compriseglossary displays and instance views. How these functions serve bothreaders and authors is also further disclosed herein.

Interweaver

The interweaver works with associations, and is designed to integrateall sorts of associations expressed formally in overlays, outlines ortabular data, and/or contextually in scenes, threads and hub and spokes.The interweaver works to calculate strength of association, and becomesmore powerful when degrees of importance are assigned to different kindsof association, and degrees of relevance are assigned to individualinstances of associations of each kind.

Top-down Overlay Outline links topics. Concordance Contexts threadupwards from below. The two naturally interweave for several reasons.First, Concordance Contexts extend all the way up to incorporate theterminology of the Outline topic names. Second, the individual threadsconnecting term usages link the textual material subordinated to topics,and the many individual threads for different terms reinforce oneanother when they travel on common routes to create thread bundles thatparallel or cut across outline links. Third, the same passages that areincluded in the contexts of key terms are often the best definitions ofthe topics.

Top-down is the more formal, bottom-up the more creative. Top-downprovides a systematic overview, while bottom-up preserves the uniquenessof key passages. Bottom-up serves to illuminate top-down, and may callinto question aspects of the top-down outline. Top-down helps to modeland appreciate bottom-up. Interweaving helps to improve the OverlayOutline and to sharpen contexts. A combined presentation thatassimilates the Overlay Outline with scenes and threads linking keypassages may be the most effective single summary of the material as awhole.

Display Field and Tabular Grid are Closely Coupled: By default, primarydisplay field 60 and primary tabular grid 61 are operating in lockstep;in other words they are fully coupled, so that each change made ineither one is immediately reflected in the other. As a consequence, thedisplay field 60 now displays icons for 140 features, arrayed in theorder they were created. The author chooses to modify a displayparameter so that feature titles are displayed in the display field 60,instead of being latently available through tooltips.

Viewing Existing Titles in the Tabular Grid: Now the author focuses onthe titles of the 140 feature icons. This is the first time that theauthor has seen icons for the four different kinds of media together ina single workspace. The author is aware that some necessary features arestill missing, that some features will serve for more than one stream(or path), that most of the intuitive interactive graphics cover morethan one topic, and so on, but the full picture has not yet becomeclear. The author is not yet sure how many topics there should be, andis looking forward to improving clarity.

Opening a Structural “Project Matrix” in a Display Field: The authorsees that it is time to provide structure for these features, decides togo forward with a structured display, and opens another instance of thedisplay field 60 for this purpose, beginning with the same display as inthe primary display field 60. This new structured display will be calledthe Project Matrix. The author defines two new structural attributes forthe project: “stream”, with values average, advanced, remedial andintuitive; and “topic” with values that will be defined later. The“stream” attribute is used to identify those features that willeventually go into the average, advanced and remedial paths 12, 14, 16,once they are placed in the proper order and connected. Since the authorwants a traditional outline for the book, the attribute “topic” isassociated with outline levels, which are specified as Title, Part, andSection. Each value of each structural attribute generates a structuralnode, so that there are now six structural nodes in the second displayfield 60:

-   -   (1) stream, with a parent relationship to its four children:        1. average,        11. advanced,        111. remedial, and        IV. intuitive; and    -   (2) topic, a parent which is awaiting the creation of its        children.

Laying out the Columns: The author positions stream in the upper-lefthand corner of the display field 60, and places advanced, average,remedial and intuitive in a row to the right. The author nowlasso-selects the row, and chooses the menu option “Attribute order”,which assigns this sequence to the four values, and then chooses themenu option “Display as Columns” which sets a display parameter so thatinstances of each attribute will be grouped vertically in a columnbeneath its title. Five structural icons have now been positioned acrossthe top of the second display field 60.

Laying out the Rows: The author next places Topic in the upper left-handcorner, selects it, and chooses the menu option:” Display as Rows.” Thiscauses the display field 60 to expect that values of Topic will beentered below, and it creates a blank space for this purpose. The authordecides to create a rectilinear grid in this display field 60, andselects this option from the Top-Level menu for the display field 60.The display field 60 requests the widths of rows and heights of columns,and the author elects to select these by vertically and horizontallystretching or compressing grid heights and widths. Alternatively, heightand width could be entered numerically.

Working Spontaneously: Now the fun starts. The display field 60 isdesigned to facilitate spontaneous progress, and does not demand anorderly approach. Beginning from chaos—140 features in arbitraryorder—and intending to reach about 170 features in perfect order, eachexactly suited to its purpose, the author can start anywhere and tidy upwhatever needs tidying, moving from point to point as interests andcuriosity impel her or him. The author can be confident that theflexibility of the display field 60 will easily assimilate the fruits ofthis spontaneous approach without causing much extra work.

Assigning Feature A to both Average and Advanced: For instance, supposethat yesterday the author worked on a text feature A that is well suitedto handle both average and advanced streams for a topic part way throughthe pat. The author first drags the icon A with that title to the topposition in the “Advanced” column, then right clicks on A and selectsoption “also applies”, and then drags the icon A to the “Average”column. Now the icon A extends graphically across both columns in thedisplay field 60. The display field 60 now shows that feature node A hasstream attribute “advanced+ average”. As yet feature A's topic attributeis void.

Creating Topic B which Applies to Feature A: Considering feature A'stitle and perhaps reviewing its abstract and text, the author settles ona name B for the topic of feature A, right clicks on the grid rectanglein the topic column at the left of feature A's row, and when the entrywidget comes up, types in the name for topic B. As a consequence, (i)the attribute topic now includes a value with that name B, which is achild of the attribute topic; (ii) a structural node B with title topicB is created and positioned in that grid cell; and (iii) the tabulargrid 61 now shows the attribute topic B in the row for the feature nodeA. The author has now created one topic B, assigned topic B to featureA, and assigned feature A to both advanced and average streams.

What next? Whatever comes to mind: What should the author do next?Respecting the power of subliminal thought, the author should do nextwhatever comes into her or his mind. For example, the author mightrepeat this procedure with another text feature that was recently workedon. Alternatively, the author might next focus on the remedial columnfor Topic B, and scan the titles of the other 139 features, seeing ifone of them is a suitable fit. Or the author might choose to find otherfeatures that qualify for the advanced stream. Or the author mightrecall the intuitive interactive graphic C he or she earlier created,that applies to this topic and decide to examine it to see what othertopics it contains.

Relationship Display & Dwordle Field

The device pair Relationship Display selectively coupled with DwordleField is the creative nexus of the Creative Development Environment(CDE) and Creative Presentation Environment (CPE). These creativecapabilities are also available in every display field of other devicepairs.

Pairing Relationship Display and Dwordle Field

Relationship Display shows visually how elements are related, andconforms with logical reasoning and scientific analysis of causation. Itis a formal graphic display for diagramming relationships, and canoperate sequential presentations. Diagrams help us to develop clarityand cope with complexity, and are ideal for communicating ideas thatinvolve interrelated elements. Relationship Display is the tool forperfecting an image of the author's understanding and sharing it withothers in creative presentations.

Dwordle Field is the open platform for innovation where ideas developand relationships among ideas are clarified. It is the creative fieldfor imagining entities and delineating relationships in which aRelationship Display can be developed and enhanced. Paragraphs belowhaving the header “THE DWORDLE” and “Subliminal (Seemingly Random)Selection and Placement” explain that dwordling can bring forthconscious insights that might otherwise arise later or might never takeshape at all, and can help in determining relevant points and discerningthe connections among them.

Relationship Display and the Dwordle Field are selectively coupled sothat a diagram initially present in both closely-coupled fields can bedecoupled from Relationship Display, creatively enhanced in the DwordleField, and then integrated with the prior version in RelationshipDisplay by aligning or recoupling. Often the best way to further developa diagram is to temporarily export a stripped down version of thepresent diagram to the Dwordle Field for creative enhancement.

An author or team developing a knowledge product of some kind can moveback and forth between Dwordle Field and Relationship Display, evolvingeach new round of ideas in the Dwordle Field, transferring theinnovations to the Relationship Display and subsequently thinkingthrough their implications and reorganizing the Relationship Display asappropriate before again exporting it to the Dwordle Field for anotherround. During this alternation between the two devices, the RelationshipDisplay is tidied up until it correctly reflects current understanding,and is then left behind for a session exploring new possibilities,discerning unexpected connections, and revising and extending knowledgein the Dwordle Field.

Coordinating Verbal Analysis with Acute Visual Focus and Wide-AngleVision

Paragraph below having the header “Visual-Verbal Interchange” explainsthat visual and verbal analysis are complementary systems, in the sensethat each of the two possesses strengths that offset limitations in theother. Consequently, when they are coordinated, the strengths of the twocan be combined and the weaknesses can be circumvented.

As discussed in detail herein there are two distinct styles of vision inthe human visual field: acute focus 1320 (FIG. 13b ) and wide-anglevision 1310 (FIG. 13a ). Acute focus 1320 benefits from the dense visualreceptors in the fovea and the many nerve fibers that connect the foveato the visual cortex. Humans naturally focus their eyes more sharply torely on this central region of the retina when they want greater visualdetail or when they want to analyze what they see. With this kind offocus, eye and brain are closely coupled for analytical anddecision-making purposes. When we humans are intensely interested insomething we naturally use acute focus 1320, and we tend to ignoreanything that is outside of our narrow field.

By contrast, wide-angle vision 1310 is relaxed and restful, and makesuse of the full extent of the retina to see panoramically and attend toeverything in sight. Humans use wide-angle focus 1310 when peripheralvision is important, because peripheral vision requires the outer regionof the retina. Wide-angle vision 1310 sees comprehensively and allows usto see things that do not fit into our preconceptions.

Like any good diagram, the Relationship Display coordinates verbalanalysis with acute visual focus. We may consciously experience theanalysis that results or it may proceed subliminally. Alternatively, wecan calmly gaze with wide-angle vision 1310 at the relationship displayin its entirety and take it in as a whole.

Paragraphs below having the header “Visual-Verbal Interchange” explainthat information from the visual field is conveyed through visualanalysis to verbal analysis with great rapidity and precision.Paragraphs below having the header “The Dwordle Completes a FeedbackLoop between the Visual Field and Verbal Analysis” explain that to takeadvantage of the complementarity of these two systems and coordinatethem by establishing a feedback loop between them, it is necessary toconvey information back from verbal analysis to the visual field. Thisfeedback loop can be provided through spoken words, and drawing andwriting offer more direct pathways back to the visual field.

The Dwordle Field encourages wide-angle vision 1310, and the dwordleprocedure sustains this feedback loop from subliminal verbal analysisthrough wide-angle vision 1310 and back to subliminal verbal analysis.As we alternate between working on the Relationship Display and workingin the Dwordle Field, the process as a whole coordinates verbal analysiswith both visual styles. This is a powerful combination, and its poweris magnified as we become familiar with the alternation betweenRelationship Display and Dwordle field.

There is another effect as well: As we alternate, the shift in visualorientation from Acute Focus 1320 to Wide-Angle Focus 1310 brings withit a shift of emphasis from verbal analysis to deeper and morecontemplative subliminal pondering. This second shift reinforces theshift in visual focus, so that the alternation takes us to two quitedistinct and complementary modes of mental activity.

Thus Relationship Display and Dwordle Field elicit two different stylesof vision that lead to two different mental states: a diagram in theRelationship Display evokes acute-focus vision, activates an intimateconnection between visual and verbal analysis, and encourages analyticalclarity; projection of a stripped-down display of the diagram into thesetting of the Dwordle Field evokes wide-angle vision 1310 andfacilitates dwordling, which encourages fruitful contemplation andwide-ranging context.

Relationship Display

A diagram with labels, legend or caption exploits the alignment ofvisual and verbal analysis prompted by acute focus 1320 (FIG. 13b ). Thediagram depicts relationships while attached text explains the factorsinvolved. Visual and verbal capabilities of the mind cooperate to bringforth understanding.

The Relationship Display is a sophisticated tool for displaying diagramsby showing both constructs and relationships between them, and givingrelationships equal treatment with constructs. It can be used for anykind of relationships among elements. Often it will be used for logicalor causal relationship, but it can also be used for relationships thatinterconnect countries, or people, or organizations. As another example,human thought accommodates associations of many kinds, and RelationshipDisplay can depict thoughts and their associations. One use ofRelationship Display is to show a Panorama of all relevant factors in asituation or problem, so that their different interconnections can bevisualized.

Logic View is an important example of Relationship Display in which therelationships follow the rules of logical reasoning and causation. Somesuitable approaches are presented in in more detail herein.

Sequential Presentation

Relationship Display supports sequential presentation of bothrelationships (connectors) and constructs (nodes). Sequentialpresentation is attractive for uses such as displaying logical reasoningand supporting a presentation. We humans well appreciate the unfoldingof cause and effect as time passes, and perhaps for that reason, we areespecially ready to consider and understand information that ispresented sequentially in a logical order. Moreover, material is oftenremembered in the sequence in which it was presented, even when theorder of presentation is not logical. The display can be configured toplay through any sequence of nodes and connectors, highlighting eachconstruct on the display while also displaying relevant textual materialor other information as appropriate.

Dwordle Field

The Dwordle Field helps us to work creatively with ideas by “drawingwith meanings.” How can you discover what is already known but not yetconsciously apparent? What will you find that is entirely unanticipatedand yet ready to spring forth? How do you make a mental space into whichsubliminal knowledge can be projected? Just as an unfinished drawinginvites lines into its white space, subliminally choose and subliminallyplace your meanings in the dwordle display field, contemplate withwide-angle vision 1310 (FIG. 13a ), and let new meanings presentthemselves appropriately.

The Dwordle Field is an instance of a Display Field, and has all theproperties of a Display Field. In addition, the Dwordle Field has threekey features that are not readily available in an ordinary DisplayField: display modes that induce wide-angle vision 1310 and encourage usto relax into deeper awareness and visual responsiveness; selectivecoupling to a Relationship Display; and tools for opening up space andreorganizing relationship clusters in an existing diagram.

Dwordling

The Dwordling procedure is explained at length below. It is aspecialized aid for productive thought that establishes a feedback loopfrom conceptual thought through wide-angle panoramic vision and back toconceptual thought.

The functions of dwordling are explained in more detail below. In brief,dwordling involves a series of steps: the first aspect is placement of aterm (a word or phrase) somewhere on the dwordle field. The term ischosen ‘at random’ and the position is selected ‘randomly.’ This processis akin to free association, and is determined subliminally: you areallowing your mind to make a meaningful choice. The choice of term andposition is made without conscious control, and so feels ‘random’, butin fact it reflects subliminal knowledge and brings that knowledge intothe field of conscious awareness. The second aspect of each step is tocontinue to look at the Dwordle Field with wide-angle vision 1310 (FIG.13a ): it is best to gaze calmly in this way while the term is beingwritten and afterwards. The third, optional aspect of each step is toreceive insights. Insights often arise fully formed, so that there isnot much need to think about them. The process can continue, term byterm, for as long as the steps are meaningful.

Often the Dwordle Field is populated initially with terms that reflectthe present state of knowledge of the project, and dwordling is thenapplied to extend, enhance and reshape existing material. Once one isaccustomed to the process, all the formality fades away and one issimply gazing with wide-angle vision 1310 as new ideas come upsubliminally and are placed in the field. It is almost as if eyes andhands are doing the work, without any conscious mental effort other thanto continue to gently concentrate on the dwordle. This may seem strange,but relaxation allows it to work reliably. The workings of thissubliminal process are described in more detail herein.

Advantages of the Dwordle

When we are studying a page of text or a diagram, or when someone isexplaining something verbally, we often jot down notes or draw diagramsor images. Sometimes we also find ourselves making unrelated drawings,seemingly at random. As discussed herein, there is a significance torandom jottings, which are called “doodles.” A doodle is defined as “anunfocused drawing made while a person's attention is otherwiseoccupied.” Referring to an article in Applied Cognitive Psychology byJackie Andrade, the Wikipedia article on Doodle states “that doodlingcan aid a person's memory by expending just enough energy to keep onefrom daydreaming, which demands a lot of the brain's processing power,as well as from not paying attention. Thus, it acts as a mediatorbetween the spectrum of thinking too much and thinking too little, andhelps focus on the current situation.”

Doodling relaxes our eyes and may take us into wide-angle vision 1310(FIG. 13a ). It may also protect us from locking into acute focus 1320(FIG. 13b ), and allow us the distraction we need to interrupt the rigidcontinuity of verbal thought. Thus, a doodle may help us to think moreeffectively even though its content is irrelevant.

Much greater benefit results when we deliberately set the stage forproductive contributions. Instead of random writing or drawing, wedivert our energies from linear thought coordinated with acute focus1320, and instead evoke a feedback loop between wide-angle vision 1310and verbal analysis. The “dwordle” is our tool for this purpose. Thedwordle gives us a second choice: we can work with diagrams that displayrelationships to maintain a feedback loop between verbal analysis andacute visual focus, or we can use the dwordle to maintain a feedbackloop between verbal analysis and wide-angle vision 1310. Relationshipdisplay is more informative, and the dwordle is more open and creative,so best results come when the two are used alternately. This can beefficiently achieved by coupling a Relationship Display with a DwordleField.

Display Modes that Encourage Wide-Angle Vision

Display modes that encourage wide-angle vision 1310 (FIG. 13a ) are aunique feature of the Dwordle Field. The eye has two modes of vision:acute focus 1320 (FIG. 13b ), which relies exclusively on the fovea andwide-angle vision 1310, which uses the entire retina. Acute focus 1320is closely tied in with conceptual analysis and is routinely used forreading and working with written language. Wide-angle vision 1310 iscomprehensive and impartial, and is used for “speed reading.” Wide-anglevision 1310 is essential for making best use of the Dwordle Field, butsince acute focus 1320 is habitual when reading, many users may at firstencounter difficulties when relaxing into wide-angle vision 1310 forDwordling.

A number of display modes that promote wide-angle vision 1310 areoffered, and the user chooses among them for best results. For example,the background can show small ripples or the letters can move slightlyor change in size like shafts of grain shifting in the wind, or theborder of the field can oscillate, or words and phrases can move orpivot slightly around their centers. The outer edges that border thediagram can move or oscillate in intensity. Icon orders and type symbolsof icons can be replaced with more gentle indicators associated with thefont characters, and fonts may morph to other fonts or oscillate insize. Also highlights can move across the screen diagonally or randomlyand show up on the entire screen or just the background or just theletters. All of these are gentle effects, like the waves in a calm lake,just strong enough to awaken comprehensive attention.

All the display modes are graceful, because it is important to avoidanything jarring in order to promote a relaxed gaze. In addition topromoting wide-angle vision 1310, these modes also invite calmness andsteady attention. For best results in dwordling, the user shouldexperience calmness, alert interest and heartfelt warmth, as if at homein a friendly place. Relaxed calmness accompanied by lightly focusedconcentration is important because the subliminal process that bringsforth the dwordle meanings relies on deeper awareness and more relaxedpondering than may ordinarily be available.

Wide-angle vision 1310 is able to register, spatially organize, andjuxtapose many distinct objects, whether they be words or images. Oncewe settle into calmness, wide-angle vision 1310 is much better suited tohandle complexity than conscious verbal thought, which proceeds linearlyand emphasizes one relationship at a time. By combining both we canovercome limitations on our ability to work with complex problems.

Selective Decoupling and Coupling

“Selective Coupling” means that different displays are sometimes coupledand sometimes uncoupled:

(A) Sometimes the Relationship Display and Dwordle Field are closelycoupled, so that a change in either one immediately shows up in theother;

(B) Sometimes the two are entirely uncoupled, so that changes made ineither one are local to that one; and

(C) Selective “decoupling,” “aligning” and “recoupling” actions managethe transitions between these two states: (i) Decoupling initiates anuncoupled period; (ii) Aligning transmits specified changes in eitherdisplay to the other without fully coupling them; (iii) Recoupling fullyaligns the two and restores them to close coupling. Aligning andrecoupling are sensitive operations, because the display being updatedmay not be fully compatible with the changes unless adjustments aremade: the recoupling tool aids the user in carrying out the recoupling,and suggests ways to morph the target display to accommodate thechanges.

Selective coupling is important during the creative process. Ordinarily,the Relationship Display is formally structured, while the secondarydisplay is a Dwordle Field. Often the images in the Dwordle Field arestripped down and/or toned down relative to the Relationship Displayduring the uncoupling process, so that the softened message does notinhibit creative imagination or evoke acute focus 1320. The settings forthese softening adjustments are controlled by the user, and ordinarilyremain in place while the creative process proceeds.

In order to encourage creativity, existing structure can be optionallyhidden, or merely hinted at through color coding or spatial proximity.Some ways to accomplish this are (i) to suppress node icons' borders,type symbols, and background shading, instead representing thecharacteristics of classes of nodes merely by font characteristics suchas color, highlight color, choice of font, italic, bold, underlining,size, upper or lower case, etc. (ii) to similarly simplify connectorsinto nearly invisible lines; (iii) To make connectors invisible, so onlynodes appear; (iv) to randomize positions of nodes. Note that all ofthese changes are temporary, and the original layout can be restored.

During early creative stages, the Relationship Display and Dwordle Fieldcan be kept closely coupled so that any change in one is immediatelyreflected in the other. New ideas can flow freely and be inserted inwhichever device is most appropriate. However, as the structure in theRelationship Display matures and begins to solidify, the success alreadyachieved is both a help and a hindrance. The clear structure is veryhelpful, because the mind can now let go of the knowledge that has beenset down, and focus on fresh enhancements. However, that same claritycan be a hindrance to further creativity because it powerfully conveysthe existing message. While working with the Relationship Display, theuser may not easily find space for innovations: this is literally truebecause it is a disruptive chore to move elements around in the Displayin order to insert tentative changes, and more importantly, the minditself may not be able to look beyond the vividly presented message toimagine new possibilities. For these reasons, the user may choose toselectively uncouple the two. The Dwordle Field is first populated withan initial image of the Relationship Display that is simplified toward asomewhat raw state by softening the message: the user can choose toremove as much or as little of the clarifying information as desired,including informative colors and shapes and/or connectors and/orpositioning, so that the material in the Dwordle Field becomes a toneddown and less structured version of the Relationship Display. TheSelective Coupling Tool records the changes made during this transition,and is able to reverse them fully. The user goes ahead and makesdiscretionary changes of any kind, working freely and spontaneously inthe Dwordle Field and following creative instincts. The SelectiveCoupling Tool tracks all these changes. When the work reaches asatisfactory point, the Tool assists the user to selectively (byalignment) or completely (through recoupling) effectuate changes made inthe Dwordle Field in the Relationship Display.

Advantages of Selective Coupling

The advantages of Selective Coupling can be understood in terms of thehuman mind, in terms of the nature of knowledge; and in terms of themechanics of diagrams:

In terms of the human mind, both remembered entities and rememberedassociations among them are somewhat fragile. They can be forgotten,lost track of, or warped by confusion. Often the entities andassociations reinforce one another: entities interconnected byassociations are more stable together than either would be in isolation.For example we remember things by associating them with other things,and we remember associations by recalling the entities they connect.

When we seek to reshape our understanding by remaking some associationsand redefining some entities, and/or by adding some elements anddeleting others, this is usually quite disorienting. Often there is atransition period during which new and old frameworks coexist and thethought process wavers between old and new and generates much confusion.To avoid confusion, mind tends to hold on to the existing framework inits entirety and finds it difficult to manipulate old constructs inentirely fresh ways. Of course, our minds can be trained to do better,but most of us experience difficulties when complexity carries us beyondour limits.

A diagram helps by presenting entities visually along with theassociations among them. The diagram visually formalizes knowledge andgives our mind a second, entirely distinct way to stabilize presentconceptual understanding. Once we have the diagram to rely on, we canrelax our mental hold on the information portrayed in it. Much pressureis relieved once the existing framework is formalized as a diagram suchas a Relationship Display. Since we can go back to the diagram at anytime and quickly recover our understanding, we no longer need to holdonto the conceptual structure mentally. The image alone suffices, and itis preserved in the Relationship Display and may remain vividly inmemory. As a result, we are free to play with the concepts and consideralternatives.

However, the existing diagram forcefully declares the existingframework, and we may find that it's hard to be creative while we'relooking at it or visualizing it. Transitioning to the Dwordle Field anddisconnecting the entities from the existing visual framework, overcomesthis obstacle. The mind is freed for fresh contemplation, and newinsights can emerge quickly.

Moreover, the mentality evoked by seeing the Relationship Display isanalytical and associated with language, acute focus 1320 (FIG. 13b )and urgent intellectual concentration, whereas the ideal mentality forenhancing the Relationship Display is contemplative and impartial, andassociated with a broader form of awareness, wide-angle focus 1310, anda deeper form of pondering. The shift between Relationship Display andDwordle Field is purposely designed to help us make the transition fromone mental orientation to the other, and to help our minds to masterthis form of productive thought.

In terms of the nature of knowledge, it's important to keep in mind thatknowledge usually grows progressively. Each new idea reflected in theRelationship Display represents an accomplishment, but often it willsoon lead to further ideas and further accomplishments. Alternatingbetween the Relationship Display and the Dwordle Field is an excellentway to keep the progression going.

In terms of the mechanics of diagrams, a diagram conveys meaning throughthe position and proportions of its elements, and any change to theelements may require compensating changes to the design. Layout andoverall size may need to be modified, and segments may need to be pushedapart or brought together. It's much easier to make significant changesin the Dwordle Field, and once the changes are satisfactory, automatedtools can help us to transfer the modifications back to the RelationshipDisplay by adjusting it to accommodate the changes while preserving theexisting design to the extent possible.

Close Coupling and Complete Decoupling are Also Useful

The cycle of selective decoupling and recoupling is very helpful whenenhancing a well-developed Relationship Display. During this cycle, mostof the creative work is done while the Relationship Display and DwordleField are uncoupled. However, there are alternatives. While the two areclosely-coupled, changes can always be made experimentally in thestripped-down image in the Dwordle Field without saving the workspace,and then when a satisfactory enhancement has emerged, the changes can bemade permanent by saving the work. This may be the preferred form ofdevelopment early on.

Also, it's always possible to make a change directly to the RelationshipDisplay, which will become permanent upon saving, and this change willbe passed on to the stripped-down image in the Dwordle Field, using thelogic of recoupling in the reverse direction.

And sometimes it is appealing to work creatively in an independentDwordle Field, using it as a workspace for sketches. Segments of theRelationship Display can be quickly exported to an independent DwordleField when necessary to create a backbone for a sketch, and when theidea has been developed, it can be edited into the Relationship Displaydirectly or alternatively material from the sketch can be exported backto the Relationship Display. This approach is quick, spontaneous andflexible, and although it lacks the elegance of Selective Coupling, itmay promote lightness of spirit.

Dwordling 4-Stage Intuitive Interactive Graphic C: Let's suppose thatthe author next chooses to look at the intuitive interactive graphic Crelevant to this topic and plays through the interactive sequence,focusing on what topics are covered. After pondering this, the authorsuspects that four topics are covered, of which the present topic is thethird. To understand this more clearly, the author opens a new displayfield 60 window as a dwordle, and initiates an icon by typing in thename of node A in the entry widget at a spontaneously chosen place onthe new display field 60. The overlay builder 56 recognizes that thetitle applies to feature A, and creates here a second instance offeature A. The author could also have dragged and dropped feature A fromthe primary display field 60, or dragged and dropped the rowcorresponding to feature A from the primary tabular grid 61. Now theauthor replays the intuitive interactive graphic C and each time an ideacomes up, pauses the play, spontaneously selects a location in thedwordle field, clicks, and types in there a spontaneous guess at thetitle and perhaps also abstract for an idea, creating an idea-icon.After the interactive graphic has been played, the author reviews theidea-icons in the dwordle field, contemplating them in their entiretywith wide-angle focus 1310. This calm viewing alone may be enough tobring to mind the titles for the three other topics covered. If not, theauthor can further contemplate the idea-icons in a relaxed way,remaining calm and alert, possibly moving the icons around intoalternate positions and changing their titles to reflect partialunderstanding. If need be, the intuitive interactive graphic C can beplayed through again, continuing to enrich the contemplation.

Bringing in 4 More Topics: Once the three new topic titles have becomeclear, the author concludes that these four topics do belong insequential order in the linear outline for the text. The author can goback to the primary display field 60 and enter the three additionaltopics by placing the cursor above or below existing topic B and—withthe proper keystroke—bring up an entry widget that will accept thekeyboarded title and create the appropriate new structural nodes. Or theauthor can go to the primary tabular grid 61 and create three new rowsand enter information for the new structural nodes. But suppose thatwhile working on the dwordle, the author has already typed in the titlescorrectly and placed the four icons in the proper order (idea-icons inpositions 1, 2 and 4, and the structural node A in position 3.)

Then the author has more refined and efficient procedures available.Working within the dwordle field, after first lasso-selecting the four,by placing the cursor on structural node A and using the properkeystroke and menu selection, the author can in two quick steps firsttransform the idea-icons into topics similar to topic B, and secondassign their present positions as their ordering within attribute topic.Alternatively, the author can drag and drop the lasso-selected grouponto node A in either the primary display field 60 or tabular grid 61,and accomplish the same thing in a single step.

Using a Tabular Grid for Topics: However, the author may also use adifferent approach, because after the work done so far the author may beready to focus constructively on the topics in the linear outline. Theauthor first opens another tabular grid 61 for attribute topic, and thendrags and drops the lasso-selected list onto node A which is alreadydisplayed for that topic, and with the appropriate keystroke and menuselection, creates the definition and ordering of the four with a singleclick. The author will refer to this topic tabular grid 61 often,because it shows the structural attribute topic in a clear form suitablefor contemplating and editing the overall linear outline for theelectronic textbook.

Saving a Temporary Dwordle to Use as a Logic Display: Note that the workwith the dwordle display field 60 has served its immediate purpose. Fourtopics now have instances there. The author may choose to delete thatdisplay field 60, but the author may also choose to save it for possibleuse in a logic display that documents Intuitive interactive graphic C.Next, the author returns to the primary display field 60 and drags anddrops intuitive interactive graphic C onto the cell in column intuitiveand row Topic A. Then the user control clicks the rest of the fourtopics to include them in the selection, and with the appropriatekeystroke and menu selection “presents in sequence” records the factthat intuitive interactive graphic C presents the four topics insequence.

Reformatting Tools

Reformatting procedures impact nodes and connectors. Most commands applyto nodes explicitly, with the connectors attached to those nodesfollowing along with them. One or more nodes and/or connectors can beselected as a group for formatting commands. Formatting commands applyto insertions, deletions and repositioning, and other commands makespace and align selected nodes vertically, horizontally, on an angle, ina circle or with a grid. Other commands control spacing between nodeswithin a group or around the borders of the group.

Working with Patterns of Thought

The dwordle can be effectively applied to one's own thought process. Wecan use the dwordle to observe and recast the patterns of our thoughts.Associations among thoughts make up an interwoven network ofconnections. We may clearly recognize such interconnection when we allowour thoughts to proceed idly and sense the discursive character ofthoughts leading to thoughts. Existing interconnections are significantwhen we are thinking purposefully and aiming for a goal, because theexisting network of interconnections can sometimes hamper our efforts.Often we are motivated to think something through precisely because theexisting network is not adequate to our needs. As the thought processproceeds, we may find that we are following again and again someconnections that lead to dead ends, while other avenues that seempromising trail off into inertia. These difficulties can often betransformed into opportunities simply by tracing the paths that ourthoughts are repeatedly following. When we note down a list of thoughts,and begin to draw frequently encountered connections among them,dwordling offers beneficial effects almost immediately. Visuallydisplaying the paths our thoughts take allows our mind to transform theexisting network from a limiting rut into an active basis for discovery.As the visual display is progressively updated to reflect our newdiscoveries and we watch the updates being put into place, the patternednetwork of our thought process is recast into a muscular and reliabletool. For applications such as this, there is fundamental value invisual display of the interconnections among topics and paths amongthem.

Application 3—Enhancing a Relationship Display Using the Dwordle Field

This demonstration illustrates the use of selective decoupling in theRelationship Display and Dwordle Field device pair. In this illustrativecase, nodes and connections had been shaped into a complete RelationshipDisplay, but then a new insight called for significant modification, andso the Relationship Display was decoupled and exported to the DwordleField for enhancement.

This particular relationship display is designed to print at full sizeon legal-sized paper. The display densely occupies that space with morethan sixty nodes and more than sixty connections. It depicts afunctioning system: A panel across the top presents the underlyingpurposes of the system, and the first vertical segment at the left belowthe top panel presents a brief introduction to the system. Six morevertical columns diagram successive causal cascades that flow from topto bottom in each column and continue from the bottom of that column tothe top of the next column.

The new insight called for the order of the first two columns to bereversed, and suggested possibilities for other changes. When a versionof the diagram with connections suppressed was uncoupled from theRelationship Display and viewed in the Dwordle Field, a number of othernew ideas resulted.

In brief, the following modifications occurred: the second verticalcascade switched positions with the first; one of its nodes was moved tothe other cascade, now in second position; one of its sequences of nodeswas moved to a different position in another cascade; and the thirdvertical cascade was extended at the top to explicitly reflect theimpact of the first two. Along the way, a number of adjustments to thepositions and alignments of other blocks of nodes and various connectorswere needed in order to accommodate these moves. The Dwordle Fieldhelped to stimulate these ideas, its reformatting tools facilitated thenecessary adjustments to other aspects of the display, and it was thenrecoupled successfully with the previous version of the RelationshipDisplay.

Concentrating on the Project: Let's review what has been accomplished sofar. It may seem like a very small beginning: just two features out of140 placed in the structural display, and only six cells out of perhaps240 in the structural display filled by those features. However a soundbasis for steady progress has been established. The author's subliminalthought is focused on the project, and visual analysis is now groundedin the views offered by the primary display field 60 and primary tabulargrid 61, the Project Matrix of topics and streams in the second displayfield 60, and the Linear Outline in the second tabular grid 61. Progresshas been made and momentum is building.

Filtering Abstracts to Assign Attributes: The author has already placedcomments in the brief abstracts of some of the features identifying themas advanced or remedial. Moving to the primary display field 60, theauthor filters for “advanced” in the Abstract column and finds 30features. Reviewing the abstracts, the author is encouraged with theirconsistency. 25 of the features are worthy candidates for the advancedstream. When the author selects those 25 and filters for that selectionin the display field 60, the list of 25 also shows in the tabular grid61. Moving to the tabular grid 61, the author enters the attributeadvanced in their stream column and checks other attributes to see ifanything needs tidying. The author tidies up the abstracts, removing the“advanced” notation and making a few editorial improvements. Then theauthor selects the 25 new advanced features and with the appropriatekeystroke and menu selection causes them to be highlighted in theprimary display field 60.

Creating the Advanced Path in the Primary Display Field: Returning tothe primary display field 60 and noting the 25 highlighted features nowplaced in the advanced stream, the author next gets the features intotheir natural order of progression. The quickest, easiest and mostuseful way of doing this is to create an advanced path, and begin tofill it in it with these 25 new features plus the one already treated.The author brings up the Path control panel and creates paths for eachof the four streams. Then the author activates the advanced path in theprimary display field 60, highlights nodes with stream attributeadvanced, and contemplates the 26 existing highlighted titles. Buildingon prior work with their abstracts, the author can easily place them inorder. He clicks on the first one to initialize the path and then clickson subsequent ones in rapid succession with the appropriate key stroketo create connectors for the path sequence. About half way through andthen again on completion, the author selects from the path control panel“display vertically” so the path nodes created thus far are shown in avertical column in the primary display field 60.

Repeating the Process for the Remedial Path: Next the author repeatsthis process, this time filtering in the tabular grid 61 for “remedial”,reviewing the abstracts of the features found as displayed in thetabular grid 61, assigning the stream attribute remedial to thequalified features, and editing the abstracts to remove the word“remedial” and tidy them up. Coming back to the primary display field60, the author activates the remedial path quickly and puts 30 remedialfeatures into order on that path, again electing to display the pathvertically. Now the advanced path appears on the left side of theprimary display field 60 and the remedial path appears on the rightside. Viewing the two paths in wide-angle vision 1310 (FIG. 13a ), theauthor recognizes 9 cases where one advanced feature shares a commontopic with one of the remedial features. Recognizing each pair helps theauthor to articulate the topic name, and when a name has been chosen,the author selects the pair, with appropriate click sequence and menuchoice and types in the topic name only once to both create the topicand assign it to both features.

Now, returning to the second display field 60 “Project Matrix” with itsstructural display, the situation is much clearer. 13 topic rows nowexist, and 20 individual features have been assigned to them, covering24 cells: ten advanced, one average, nine remedial, and four intuitive.Also, 16 other features have been assigned to the advanced stream and 21have been assigned to the remedial stream. 83 more features, however,have not yet been touched.

Putting Topics into Order: As always the author has many choices for thenext step, and will do well to let the decision emerge spontaneously.One frustration is that the order of the nine new topics has not yetbeen set. The features assigned to them have already received anordering in the remedial path and the advanced path, and both of thoseorders are the same, but that order has not yet been applied to theirtopics. The author therefore uses the display field 60's control panelto “order by path sequence” based on the advanced path. This creates 26rows corresponding to the 26 items included in the advanced path. Ten ofthese have assigned topics, and the author selects those topics and theother three that were previously ordered, and as before assigns theorder of their present positions to attribute topic.

Filling in the Gaps: The author is encouraged by continuing successorganizing the material, and also satisfied to find that the featuresprepared previously seem to be working well. The author accordinglytakes on the task of locating existing features (from among the 101not-yet-classified text features) that fit into average stream cells forthe nine topics that have advanced and remedial features but no averagefeature assigned. The author is able to locate five by title alone, andtwo more by inspecting brief abstracts, making seven in all. Each of theseven is dragged and dropped into the appropriate cell with anappropriate click sequence to assign both the stream attribute averageand the appropriate topic attribute.

Assimilating Audio Introductions for Parts of the Textbook: Now thatalmost half of the existing features have been partly or fullycategorized, the author decides that it is time to focus on improvingthe list of topics shown in the linear topic outline. A good way tobegin is with the eight audio recordings intended to introduce andsummarize parts of the electronic textbook. The author listens to theminstead of reading their transcripts so as to more clearly sense how auser might experience them. The author listens to them first whilelooking at the “Project Matrix” display field 60 with the structuredstream/topic display, noting down succinct points on a piece of paper(because keyboarding while listening would disturb the author'sconcentration). Then the author listens to them again while gazing withwide-angle vision 1310 (FIG. 13a ) on the Project Matrix: this is highlyevocative. The author is able to place mentally six of the recordings asstarting points for Parts of the text, and interpolates the names ofthese Parts into the existing list of topics. The author enters theseParts simply by clicking at the desired point in the topic column andusing the proper keystroke sequence and menu selection to create astructural node with topic attribute Part and type its name into thetext entry widget. The author then selects all instances of Part, andwith the proper keystroke and menu sequence sets the default so thatParts apply on all streams and all paths. Consequently the cell for eachstream in each Part row is now filled by that part's title. Next, theauthor drags and drops each of the six audio features to the Part thatcorresponds to them. The two audio features that were not yet used aregiven “under construction” tags that indicate what should be done withthem, including such possibilities as “abandon” or “modify”.

Bringing in Features along with Topics: With these Parts in place, theauthor is able to quickly conceive of additional topic names thatcorrespond to a number of existing features. As soon as a topic name iscreated it can be entered into the topic column at the appropriateposition, and then the corresponding feature is dragged and dropped intothe cell for the appropriate stream in that topic row, thereby assigningboth title and topic to that feature. Soon there are 20 more topicsplaced in the appropriate order and 30 more existing features withassigned topics and streams.

Summing up a Day's Work: All this work has been, in a sense, bottom-up:the author is seeing things and making connections without imposing arigid mental structure. Perhaps some topic names have been surprising,but they have been inserted anyway because they seemed to fit at thetime. The emphasis has been on fitting features in rather than dealingwith features that don't seem to fit in. All of the work described abovemay have been completed in the first day of work, and in the process theauthor has shaped an appropriate environment for the project and alsoattuned her or his subliminal mental abilities to both the workingenvironment and the material. The present state remains chaotic, butthere is now a firm foundation for the next steps.

Further Steps: The author might establish any of the following projectsto begin the following day:

-   -   (i) Determine topics that relate to each intuitive interactive        graphic, place these features in sequence, and create a path for        the intuitive stream, intending to reconcile that path later on        with the path provided by the textual material.    -   (ii) Focus on the linear outline, perhaps placing it into a        display field 60 dwordle, and while looking at this with        wide-angle vision 1310 (FIG. 13a ) from a top-down perspective        consider what additional topics are needed, and in what order.        As topics are added to the dwordle, they can be interpolated        into the list of topics in their appropriate order, and viewed        with wide-angle vision 1310 in the Project Matrix alongside        existing feature titles, discovering both matches and subtle        discordances suggesting that either a title or a topic needs to        be enhanced.    -   (iii) Begin working at the level of the text attached to titles        while viewing the display field 60, to put together the average        path in sequence, by activating path average and selecting        individual pages one by one to extend the path, while reading        the entire text of each feature carefully to see if something is        missing that subtracts from continuity, so that issues can be        noted down. For example, if a new node is needed, the author can        create an average stream feature named “Needed: followed by the        title”, with the details in its brief abstract and place that        feature node in the path; if an existing feature needs to be        improved, the author can place an under construction tag on it        that describes what is required.    -   (iv) Work through the display field 60 Project Matrix topic by        topic, carefully reading text and images for each stream defined        so far and playing the intuitive interactive graphic mapped to        that topic, looking for other existing features that might fill        in any empty cell and seeing the material for that topic as a        whole, so that issues come to mind or improvements suggest        themselves.        Panorama with Scenes & Context Gatherer

The device pair comprising Panorama with Scenes and Context Gatherer isdesigned to creatively develop, organize and effectively present aknowledge base comprised of two levels of information: a panorama layerwith broader perspective; and a context layer comprised of localized ordetailed contexts that are individually meaningful. Panorama with Scenesand Context Gatherer respectively generalize Relationship Display andDwordle Field for this purpose. Some of the capabilities of this devicepair are further extended in the Display Fields of subsequent devicepairs.

Pairing Panorama with Scenes and the Context Gatherer

The Context Gatherer serves to gather and enhance scenes and othercontexts that will contribute to the Panorama, and the Panorama withScenes formally displays key features of the assembled contexts and theconnective structure that arches over them.

For example, the panorama might be a reasoned argument or scientificpaper with scenes that treat specific aspects in detail. The panoramamight be a synthesis of various materials with those materials providingscenes and contributing to threads and hub and spokes. The panoramamight be a report comprising various contexts including its appendices,attachments and detailed treatments in the form of supporting scenes.The panorama might be a compromise agreement, with the scenes describingin detail the special interests involved.

Panorama with Scenes provides a sequential presentation in which thepanorama is maintained as a panoramic background like a RelationshipDisplay, while the elements of the panorama being presented can belinked to the contexts of their origin in various ways. For example, thematerial may be presented as a succession of scenes, each of which isvisually highlighted while being presented by means of multiple internalsteps; or a presentation can refer to an individual context at theappropriate time by highlighting elements in the panorama arising fromthat context; or the presentation can alternate between presenting thepanorama and presenting relevant contexts.

The Context Gatherer has a panorama layer and a context layer, andfunctions as a layered Dwordle Field. The context layer accommodatesgrouping elements into contexts such as scenes, threads and hub andspokes, assigning context attributes, and creating connections withinand between contexts. The panorama layer of Concept Gatherer interactswith Panorama with Scenes much as Dwordle Field interacts withRelationship Display, and offers further capabilities for organizingcontexts and crafting presentations involving contexts.

Scenes and Other Contexts

Theatrical performances are built from successive scenes. Storiesrecount scenes. Books are assembled from paragraphs, sections andchapters that are like scenes. Well-written paragraphs are often likescenes, with multiple interconnections among the different sentencesthat link the material together. Scenes are memorable for closelyassociated meanings.

The difference between a scene and a thread is that a scene is moreenclosed and more important for the connections within it, and much morelikely to have a unique set of connections, while a thread is moreimportant for what it connects and may be one of several threadsfollowing the same path. Scenes remain distinct, while parallel threadsreinforce one another.

In the CDE and CPE, contexts are groupings of nodes with connectionsamong them, as described previously (in the section on “VisuallyRendering Components”). As the creative process unfolds, certaincontexts—scene, thread, or hub and spokes—come forward to playsignificant roles. A context connects to another context through sharednodes, shared connections, or a connection between a node in the firstcontext and a different node in the second. Often the contexts do notindividually conform well to one another, but when the connections amongthem are taken into account, their cumulative contributions yield auseful outcome.

Panorama with Scenes

Panorama with Scenes is based on the Relationship Display and addscapabilities for displaying scenes and other contexts in the Scene Show.Scenes are depicted through dynamic visual emphasis such as an aura forthe scene as a whole and/or highlighting individual nodes and connectorsin the scene; sequential or other dynamic presentations are used topresent a thread; and icon coloring or other icon attributes signify huband spokes. The next device pair, Overlay Outline and Concordance withContexts, adds further capabilities for the visual display of threadsand hub and spokes.

A panorama is a view that displays a comprehensive set of features as abackground to be taken in as a whole, while selectively focusing onvarious related scenes (or other contexts), and highlighting theselected context in the foreground for emphasis and presentation indetail. Highlighting a scene while presenting it evokes acute-focusvision, while wide-angle vision 1310 (FIG. 13a ) can be summoned byoffering a time interval without highlighting so that the entirepanorama comes into focus.

In some cases, the panorama can be arranged so that the elements of mostscenes cluster together. When this occurs the panorama can be presentedsequentially scene by scene. The panorama shows the entire range, whilepresenting the material in meaningful clusters, one scene at a time,focuses attention. This kind of presentation is a little like a slideshow, and has the added advantage of keeping the panoramic perspectivealive at all times.

In other cases the logical ordering of the panorama is unrelated toscene structure, so that the elements of scenes are dispersed across thepanorama. In these cases a dual presentation makes more sense: thescenes are presented because they are individually significant, and thepanorama is presented because it offers useful perspective andsynthesis. There are many possibilities for a dual presentation. Inregard to the order of presentation, the possibilities are: First thescenes as a whole in sequence and then the panorama in sequence, orfirst the panorama and then the scenes, or alternating between panoramaand scenes. If there is an alternation between panorama and scenes, eachscene can be made visible in a way that allows it to be effectivelypresented: it might take over the whole screen, or be presented in aside panel, or be enlarged and highlighted in the foreground while thepanorama remains in the background.

Scene Show

The Scene Show presents a sequential display of scenes in theforeground, while the panorama persists in the background. Each scene ishighlighted and enlarged in turn. The presentation of a scene can stepforward in a series of internal steps within the scene. Whenappropriate, details of the scene that do not appear in the panorama canbe brought in during the internal steps. The show can be played forwardfrom start to finish, or the user can activate individual scenes orelements of the display at will.

Alternatively, the scene show can be presented in two simultaneousimages, which are ordinarily projected on two different screens, but canalso be viewed on a single screen using operator's view. The two-screenmode is very helpful for elucidating context. The basic applicationdisplays views of the panorama on one screen, and views of variousscenes that relate to the panorama on the other screen. The operator'sview consists of three windows, of which two correspond to the twoscreens and the third shows the various stages of the program in atabular grid for navigation purposes. The operator's view serves as athird-screen control panel from which the two-screen show is operated,and can also be used by an author, reader or annotator to navigatethrough the show while viewing it on a single screen.

Context Gatherer

The Context Gatherer is a two-layer dwordle field, with one layer forcontexts for the panorama and one layer for contexts of all kinds. Itaccommodates relationships both within and between contexts and allowscontexts to be treated either as units or as clusters of separateelements depending on the circumstances.

As described previously (in the section on “Visually RenderingComponents”), when visually rendering thought, a scene is a cluster ofrelated constructs that are associated by interwoven meanings. Ourthoughts and knowledge are naturally organized into scene-like clusters,and when we are collecting our thoughts and thinking something through,gathering ideas and knowledge into scenes can be very helpful. Not allof the contexts that we find will be scenes. For example, the order ofpresentation of the scenes that links them together is a sequence, whichis a thread. If the scenes are categorized, each category is hub andspokes.

The Context Gatherer facilitates this process by helping us to recordand organize our thoughts using the two-layer dwordle field as thecreative platform: one layer for contexts and the other layer for thepanorama. The Context Gatherer works with the full range of contexts.

For example, one may start with an overview of a complex situation, andseek to break it apart into manageable pieces that can be understoodseparately. Usually an understandable piece has the form of a scene,because of the relationships among its constructs. To develop themanageable pieces, one begins with a panoramic layout in the panoramalayer of the Context Gatherer, and gradually decomposes that into piecesand expand the pieces into scenes on the context layer of the ContextGatherer.

Alternatively, one may begin with some significant and distinct ideasthat seem to call for a systematic treatment or synthesis to integratethem. In this case, one would begin in the context layer of the ContextGatherer, building the distinct ideas into cohesive scenes, andinserting tentative connections between them. The connections betweenscenes will later mature into the panoramic structure, and key nodes inthe scenes and connections among them will carry over to the panorama.It's good to begin to fill in the panorama tentatively as soon asconnections among the scenes start to be useful.

In either case, each node or connection that appears in both thepanorama layer and the concept layer is intrinsically pegged, so thatthe appearances in the two layers are treated as a single entity thatestablishes a correspondence between the layers.

The Context Gatherer can be applied to assemble scenes from outsideresources like books or documentation: in such cases scenes are found inmemorable paragraphs and passages, threads are found in outlines andreferences as well as in sequential appearances of topics or terms, andusages of terms linked to glossary definitions take the form of spokesaround a hub.

The Context Gatherer is also very well suited to assembling materialfrom scratch. It has all the capabilities of the Tabular Grid andDisplay Field for importing material. It can import CDE projects asstarting points or raw material for a new project, and it can handle CDEcontexts of any kind.

Memories, Notebooks, Lectures with References, and Thoughts

When we explore a memory, we may find that as the memory takes shape itincreasingly fills in a context, and grows more and more like a scene.When we take down notes and revisit them afterward, the process ofrecovering the subject of the notes is like filling in a scene. Craftingan academic lecture is similar to creating a panorama with scenes: thelecture effectively transmits material by presenting it in a series ofscenes that will also serve as guides to the listener's later study ofthat same material. Each thought that we have carries links to othermeanings in our minds, some of which may show up as subsequent thoughts,and if we take the time to contemplate a thought, we will probably sensea scene and other related scenes waiting to unfold.

Context Director

The Context Director maintains an overall framework in which contexts ofall kinds can be identified, categorized, searched and prepared forassembly. It maintains the library of contexts, from which contexts aredrawn to populate the Panorama, and assists in the process of assemblingand operating a Scene Show. The library of contexts can be expanded intoa shared resource that serves for reusing contexts in subsequentPanorama with Scenes presentations.

Expert Knowledge Articulator

We initially learn skills and knowledge for an activity conceptually aswell as through practice, but as we learn more and more from theexperience of using our skills and knowledge, we develop expertise thatincreasingly migrates away from a conceptual form to “analogueknowledge.” Conceptual knowledge can be voiced and written down, butanalogue knowledge is active knowledge that is honed for use andmanifested in action. It is knowhow, the knowledge that does things. Itis ready to be applied at a moment's notice to solve a problem orperform an action. The skills that allow us to walk and drive areanalogue knowledge. We often learn the rudiments of complex proceduressuch as driving a car conceptually. Then, as we become experts indriving, our knowledge shifts into analogue form, and analogue knowledgegrows far beyond the conceptual roots. In fact, the conceptual roots maygradually fade away unless we periodically study for driving exams.

Analogue knowledge is quick and can exhibit remarkable subtlety inhandling a variety of special circumstances. When it is progressivelydeveloped through successful experience, it can be termed “expertknowledge.” Typically the expert knows all the answers and solutions butmay have difficulty explaining the shape of the knowledge that supportsthese skills. An expert's solution to a problem leaps into mind almostinstantly. By contrast, a beginner finds a solution step by step,beginning from a conceptual analysis of the problem and proceeding tothe solution in an orderly way, so that the shape of the knowledge isclearly apparent.

From the expert's perspective, analogue knowledge is wonderfully useful,but there are limitations. First, analogue knowledge can be readilydemonstrated, but may not be easy to explain or to teach conceptually.Second, analogue knowledge can be wonderfully capable of addressingspecial cases, but it is not necessarily systematic and can becomeinternally inconsistent in the sense that the supposed solution for onecase continues to harbor a defect that was already corrected in anothercase. Because analogue knowledge is not subjected to conceptualoversight, it can even become obsolete or internally consistent withoutthe expert's noticing.

Both of these limitations can be cured by articulating expert knowledgein conceptual form. Aids for Productive Thought can help an expert toevoke and systematize a conceptual framework for analogue knowledge,because the visual field serves to bridge the gap between analogue andconceptual. The Context Gatherer is a fine tool for articulating expertknowledge into conceptual knowledge, because analogue knowledge isexpressed in terms of specific responses to specific circumstances, andthe variety of special cases are well captured as scenes. TheArticulator takes advantage of the high degree of repeated attributes inexpert knowledge scenes, which occur because special cases typicallyshare many common attributes while differing on just a few. Once theconceptual framework has been articulated, analogue knowledge can beperfected, and analogue and conceptual teaching methods can be combinedwith excellent effect.

Application 4—Insights into Productive Thought

This is an application of Panorama with Scenes and Context Gatherer.Each of the scenes is coherent and includes three classes of nodes:Experiences, Implications and Insights. Most of the Implications andInsights are significant enough to be included in the Panorama.Therefore, the finished product consists of the Panorama with Scenes onone layer, comprising these significant Implications and Insightsidentified by Scene, and a second layer showing the Gathering ofindividual scenes comprising Experiences, Implications and Insights. Inthis two-layer display, the user can place either layer on top andnavigate sequentially through the material of either layer according toeither the order of Scene Gathering or the order of the Panorama. Theuser can also select any node and follow a link to its position in theother layer. The two layers can optionally be reformatted as a singleunified layer, comprising all of the nodes.

The subject is Insights into Productive Thought. Each scene isintriguing on its own, and the experiences that give rise to theinsights stand apart, and yet the implications and insights cometogether in the panorama in a meaningful way. Here is an example of anexperience with insights: Have you had the experience while driving acar of suddenly waking up to the realization that you can't recalldriving there? Almost everyone whom I have asked has had thisexperience. Here are four insights that follow from this experience:First, we have two different kinds of experiences available—thoughts toget lost in, and the conscious experience of driving. Second, since wecan experience either one or a mix of both, we must have a third mentalquality of attending that can choose between the two. Third, since weallow ourselves to get lost in the world of thoughts, it must somehow beon a par with the living world in which we're driving, as if it is alsoreal. Fourth, the subliminal mind must be highly capable to be able todrive without conscious assistance.

The material is used to illustrate a talk on this topic, which isrelated to the subject of this patent application. In the talk, theContext Gatherer and Panorama with Scenes are shown alternately: each ofthe scenes is first assembled step by step in the Context Gatherer in“dwordle style” as successive terms appear on a blank background inappropriate positions, and then the significant Implications andInsights from the scene are highlighted in their positions on thePanorama.

For example, as illustrated in FIG. 15 a panorama 1505 can comprisethirty three features, of which P3, P7, P4 and P5 are shown. A ContextGatherer 1510 can comprise twenty seven dwordle scenes that develop andexplain the panorama, of which only a subset can be displayed at a time.In the example shown in FIG. 15, show is currently reached the pointwhere it is displaying a dwordle for SCENE 3, step 6. As this dwordlehas been displayed step by step, nodes P3 and P7 have been introduced atsteps 1 and 4, and further described by points d1, d2 and d3 at steps 1,2, and 5. At the present moment, step 6, dwordle step d4 leads to theconnection between P3 and P7 in the Panorama, which is now beinghighlighted in the panorama.

A control panel 1515 is also illustrated, which can be in the form of atabular grid 1520. In this example, each row of the grid 1520corresponds to a Scene or to the steps within a scene. The second andthird columns show the nature of the dwordle event and/or simultaneouspanorama event that occur at each step. The tabular grid 1520 shown atthe left serves for navigation. Selecting any row will take the show tothat position.

FIG. 15 depicts an operator screen 1500 while in screen show mode, whichcan facilitate a presentation 1600 as illustrated in FIG. 16, that cancomprise driving two large monitors 1605 and 1610, which showrespectively the PANORAMA AND CONTEXT GATHERER 1505, 1510. Advancing theshow using an arrow key on a keyboard, or the like can carry the showstep by step from beginning to end, displaying it both on the largemonitors 1605, 1610 and in the two windows on the operator screen 1500shown in FIG. 15. As discussed herein, any of the device pairs, or thelike, can be presented as illustrated in FIG. 16.

Later Stages of Developing Materials

Creative Development in Open Context: There is generally more thanenough structure in a project at this point of development. When we workexclusively with conceptual thought, we often hold onto structure almostdesperately, but when the wide-angle visual field contributes to themental picture, structure receives surprisingly strong subliminalsupport, and conscious emphasis on conceptual structure can be relaxed.Let what appears like structure be present lightly, like a wisp of mistabout to be blown aside. Nothing is yet settled, everything is open. Inthis spacious acceptance enough structure remains to suggest furtherdevelopments. What can be redeployed? What new can be added? What oldcan be shifted to make a proper home for the items moved? Viewing in theprimary path field 60, view in depth the existing text and attributes offeatures in subliminally selected order. As you contemplate each one,visualize a layout for your features in the primary path field 60—anon-linear outline—and consider where this feature might belong in thefinal perspective on the project? Drag it to that location, so that theperspective will gradually take shape. Whenever you feel ready to inserta title or specify further attributes for a feature, move to the primarytabular grid 61 and enter them there.

Drawing with Meanings: Much new material remains to be created: How canyou discover what is already known but not yet consciously apparent?What will you find that is entirely unanticipated and yet ready tospring forth? How do you make a mental space into which subliminalknowledge can be projected? Just as an unfinished drawing invites linesinto its white space, subliminally choose and subliminally place yourmeanings in the dwordle display field 60, contemplate with wide-anglevision 1310 (FIG. 13a ), and let new meanings present themselvesappropriately. Open a tabular grid 61 connector sheet. As a new meaningpresents itself, create an idea icon for it, and then drag and drop itinto a new relationship pair in the connector sheet. Then consider whatit relates to. Find a partner in a display field or tabular grid, anddrag and drop that into the other side of the pair. When the context ofa meaning becomes clear, begin typing text in the text entry tabulargrid 61. Let the words shape themselves successively, as you edit andextend with as little conscious intent as possible.

Visual Logic: Here the term “logic” refers to reasoning andalternatively also to conventional association, or in other words, toany connection that can be explained in the context of your work. Theterm “visual” refers to making such connections visible. What are thelogical connections among the items? How can they be understood? Whichones reinforce the linear order? Which ones violate it, either jumpingahead or reaching behind or just generally not fitting in at all? Theseare the connections that add sparkle to your understanding and help theuser to see the bigger picture. It is easy to accommodate such anomaliesin the non-linear outline. View the titles of the features in theproject matrix display field 60, and when a connection occurs to you,select the feature at one end of the connection, drag the connector tothe other end to make the connection, and then shift to the tabular grid61 connector sheet to enter attributes and descriptive text for theconnection. As you're describing the connection it's often wise to workout the material carefully, taking time to get the reasoning exactlyright or filling in the details of the association before moving on,because your thoughtful concentration on this connection may bring tomind other connections.

Multiple Display Fields and Tabular Grids Can Be Used Simultaneously:Incidentally, don't worry about the many open display fields 60 andtabular grids 61 becoming inconsistent. They are all windows into thesame database, and you can enter almost anything anywhere with perfecteffect. The entry algorithms will handle most ambiguities and warn youif something specific needs to be entered in the primary display field60 or primary tabular grid 61 to clarify your work.

DEVELOPING THE OVERLAY: What has been covered above concerns developingoriginal source material. That can be thought of as the first stage ofpreparation. Of course this first stage does not apply when placing anoverlay on other people's material. The second stage in a broad senseconsists in developing your overlay for your or other people's material.This is closely analogous to the work that someone else would do if theywere making the overlay on your material, but it is a much richer inoptions and potential innovation when you do it yourself, because as theoverlay develops you can improve your material through new insights ordovetail your material to fit better with the needs of navigation. Thereis another very positive aspect to developing your own overlay: you maynow be able to redeploy as optional features some of the material youabandoned earlier.

The Non-Linear Outline Blends Language and Diagram: Here are some ideasthat may help you to appreciate the potential of this new way ofworking: The non-linear outline in the form of an overlay blends twoancient skills: languages and drawings/maps/diagrams. These two skills,in turn, depend on two distinct capabilities of mind: verbal and visualanalysis. The rigidly linear form of a printed book is rooted in thememorization and subsequent recitation of spoken words. Both the shiftto an electronic textbook with its non-linear outline in an overlay andthe move away from linear page sequence to a collection of informationlessen the predominance of verbal analysis and move us toward a closerbalance with visual analysis. This shift can enhance our ability tohandle complex matters, for two reasons: first, verbal and visualanalysis can enhance one another; second, the visual field is thesuperior tool for assimilating and comprehending many factors that aresimultaneously present. Visual analysis takes us almost effortlessly tothe big picture. The implications for the use of our mind are quiteprofound. It is not surprising that new tools will help us to performwell in this new environment and that our mental habits may change forthe better as a result, allowing us to think more productively.

Views and Perspectives: Moving on to discussion of procedure, developingan overlay is discussed in detail above. Here we add further detailabout various additional views (i.e. perspectives) that serve the needsof both users and authors, such as the structured view utilized in the“Project Matrix” presented above.

Creator's View: The function of Creator's View is to preserve thecreative process, allowing the author to preserve and revisit work inprogress. This view is a selective snapshot of the displays (e.g. thecontent of the display field 60 and/or tabular grid 61) that you deemrelevant at a point in time. Ordinarily these are archived for theauthor to return when necessary.

Structural Views: A “structural” relationship is an orderly relationshipthat extends across many features. It is a type of logical relationshipthat can be accommodated by an orderly display such as parallel paths ora rectangular table with rows and columns.

To offer a few examples, if a series of textbooks in English coversimilar grammar topics in similar order in successive grades, the rowswould be topics and the columns would be grades. This view allows theuser to see how the topics develop from grade to grade. If the chaptersof a textbook regularly offer text, examples and exercises, the rowscould be chapters and the three columns could be text, examples andexercises. If the textbook covers the same material at average, remedialand advanced levels, the rows could be topics and the columns could beremedial, average and advanced. If a history text offers chapters thatconsistently cover such themes as social, political, legal and economicevents in successive periods, those periods would be rows and the themeswould be columns.

The author identifies rows and columns either by attribute, or by pathor by both attribute and path. The overlay builder 56 displaysstructural material in useful ways:

In the display field 60, rows can be identified by horizontal alignmentof features, and columns can be identified by both vertical alignment offeatures and by highlighting, so that the columns appear as highlightedvertical lines and the rows show up as horizontal alignment of featuresin these lines. Labels for rows and columns can be provided in themargins of the display or within the body of the display.

The display field 60 positions all features that are not part of thestructure in close proximity to the structural elements they connectwith, and these non-structural features can optionally either be shownor become invisible. Features that are shared between multiple rows oracross multiple columns are handled by placing the feature in a centralposition and highlighted aliases in the other positions.

In the tabular display 61, the rows and columns can appear as in aspreadsheet, with highlighted columns and labels in the margins.Non-structural features are handled analogously to the display field 60,by placing them proximately in interpolated rows and columns that can beoptionally hidden. Shared structural features are handled similarly tothe display field 60 by highlighted aliases.

Path Display: PathText Ordering: When a path is displayed or printed asordinary text, the title and text attributes of both nodes andconnectors are presented in their appropriate sequence. This sequentialordering is another option for structural display, called “PathText”. InPathText material can appear sequentially one row at a time or onecolumn at a time, thus grouping the material either by row or column,and labels can be optionally interpolated into the text showing the rowand column at the head of each section. Non-structural features arehandled by placing a connector in the text wherever a connection occurs,and shared structural features are handled optionally either byinterpolated aliases or by highlighted connectors in the aliasedpositions.

Using Structured Displays during Development: It can very helpful duringthe development process to bring related materials into the wide-anglevisual field simultaneously or successively: Mistakes are picked upeasily, inconsistencies present themselves for resolution, possibleimprovements become readily apparent and new ideas are stimulated. Whenthe materials are related though a logical structure, the benefit iseven greater and significant insights may arise. If the author plans anystructured displays for the final product, these can be assembled earlyin the development process and the author may review them periodicallyto move the project forward and monitor progress along the way. Theauthor can also create temporary “tracking displays” to view materialunder development by assigning temporary attributes as needed andformatting a structural display based on those attributes.

Structured Displays in the Final Product Complex presentations in manyfields may benefit from regular structure within chapters or acrossparts of a book. The structure underlies the presentation and helps toorganize and clarify the material for a user. Whenever such structure ispresent, the table of contents or non-linear outline can be rendered asa structured display. When topics are structured, a gallery nodereflecting the topics available to visit can take the form of astructured display. When information is structured within a topic, astructured display can appear in the text displayed at a given node.Structure also results whenever the author systematically preparesalternate styles of presentation: For example, if a textbook covers thesame material in both procedural and intuitively meaningful forms, asdiscussed earlier, these could be the two columns in a structureddisplay that might be quite helpful to students.

Structure in an Arranged Display: If a textbook offers two parallelpaths, one for the student user and one a “teacher's guide” for theinstructor or parent, these two paths can be arranged so as to appearside-by-side to the instructor or parent as highlighted columns in thedisplay area 60. The parent or instructor can also arrange whether ornot the student can see their teacher's guide column, and if so whichmaterial in that column will be shown to the student and which material(such as answers to test-your-skills questions) will be hidden (oralternatively displayed only after each test was completed and thestudent's performance recorded).

Glossary View and Instance View: Using the glossary in the overlaybuilder 56 is much like an ordinary glossary. When you click on a termin the text that appears in the glossary the glossary entry appears.However it has two key enhancements:

-   -   (i) The glossary in the overlay builder 56 knows the specific        text from which you came, because it records that as part of        recording your traversal through the textbook or overlay. Its        display takes that into account to customize the information        that you see.    -   (ii) All instances of the term are linked into the glossary        entry, and the glossary display shows the total count of        instances. You can elect to view all those instances in        alternate forms of Instance View: Displayed successively as text        extracts that can be optionally expanded when you wish to see        the entire surrounding text; shown by highlighting features and        connectors in the display area 60; or shown as icons in a        gallery. In all three cases, the original location from which        you came is highlighted in the display area 60.

Viewing the Instances of a Glossary Term: A glossary will probably helpyou during your work, and will almost certainly help your readers. Eachterm in the glossary is briefly defined and put into context. Uses ofthe term are automatically linked to the glossary, so that you and yourusers can optionally begin from any glossary item and bring up a gallerythat presents all the instances of the term. This can help you to checkthe consistency of your usage.

Viewing Instances of a Term not in the Glossary: When a user elects tosearch for any term or phrase, the list of instances will be created andInstance View can be entered at that time to activate any format ofInstance View, even though the term is not in the glossary.

Benefits of Instance View during Development: During development,glossary Instance View in text form can help you to check theconsistency of your usage, and the visual display form can help you totidy up your presentation and check the validity of connections you havemade by verifying that the term appears where you intend it to. Searchesfor terms not in the glossary will count the instances and mapappearances, so that you can decide whether the term should be added tothe glossary and consider how best to describe it.

Activating Instance View: The glossary can be accessed by clicking anyglossary term. Instance View can be activated for that term fromGlossary View, and can be activated for any other term or phrase bysearching for the term. Whenever an arrangement of the material makes afeature or connector invisible, instances of terms in that sectiondisappear from Instance View.

Accessing Underlying Content Associated with Nodes: The overlay builder56 also displays the underlying content associated with the variousnodes and connections of the overlay 41 or electronic textbook 5. In oneexample, the overlay builder 56 interfaces with an application used tostore the underlying content. For example, the overlay builder 56interfaces with a word processor, browser or document display softwaresuch as a Portable Document Format (PDF) viewer, to display textualcontent natively. The overlay builder 56 interfaces with audio playbacksoftware installed on the user's computer to play audio content, andwith video playback software to play video content. In an example, theaudio and video playback software is integrated with the user's browser.Alternatively, the overlay builder 56 can display content using its ownintegrated capabilities. For example, if the user creates a comment,that comment can be stored by the overlay builder 56 in a proprietaryfile format associated with the overlay builder, and then displayed bythe overlay builder 56 in a separate window 64, or a pop-up window ofthe overlay builder 56. The underlying content may similarly bedisplayed.

Aids to Productive Thought

Using Visual Display to Coordinate Visual and Verbal Thought: The visualdisplay 60 of the overlay builder 56 is also used, in an embodiment, byauthors of overlays 41 or electronic textbooks 5, as a tool to aid theauthor in construction the overlay or electronic textbook. In order tobetter develop new ideas for inclusion into the nodes and connections ofthe overlays and electronic books of embodiments of the invention, anauthor can use the display area 60 of the overlay builder 56 to identifycandidates for the nodes of the overlay, and then identify connectionsto be made between the nodes of the overlay.

THE DWORDLE: In an embodiment, these candidates are identified byconstructing “dwordles,” using a selection from an inventory of terms inthe content used by the overlay builder 56. As discussed in furtherdetail below, a “dwordle” is a word or phrase, randomly selected andrandomly placed in a visual field. For example, where the overlaybuilder 56 connects to a digital library 54 containing content 52, aninventory of terms in the content 52 is presented to the author by theoverlay builder 56. This inventory of terms may be in the form of alist, or a collection of nodes labeled with the terms. The terms maypreferably be single words or short phrases, but may alternatively belonger texts such as sentences or paragraphs. Where the overlay builder56 (or add-on 40) connects to pages 34 available over a network 38, theinventory of terms may be constructed by scraping, or otherwisecollecting a list of terms from the pages 34. Similarly, when theoverlay builder 56 is used to construct the electronic textbook 5, theoverlay builder 56 will draw on the content used to construct theelectronic textbook 5, which is in an embodiment, content stored in thedigital library 54, or accessible over network 38. Alternatively thatcontent is available from the computer 32. Additional terms in theinventory of terms may be supplied by the author. The author may addterms spontaneously, by typing them into an entry widget in the displayfield 60. Spontaneously added terms are retained in a holding buffer forpotential later inclusion in the inventory of terms.

Subliminal (Seemingly Random) Selection and Placement: The authorrandomly selects a term from the inventory as a dwordle, and randomlyplaces that dwordle in the display field 60. Or the author spontaneouslythinks of a new term, randomly selects a location in the display field60, clicks there to bring up an entry widget, and types in the new termfor entry at that location. The author then randomly selects additionalterms, and manipulates them as discussed in further detail below, toidentify connections between them. In the earlier stages of composingthe material, the author's work with dwordles helps to develop material,bringing forth conscious insights that might otherwise arise much lateror might never take shape at all. Later in the editorial process, thesedwordle connections aid the author in identifying relevant connectionsto use in crafting the overlay or electronic book. Once the author hascompleted the dwordling process, as discussed in further detail below,then the dwordled terms are used by the author to evaluate and considerconnections to make between nodes containing content that includes thedwordle. For example, if the author perceives a connection between afirst term found in a first content item 52, and a second term found ina second content item 52, then the author can consider whether it wouldbe appropriate to include the first content item 52 and second contentitem 52 as nodes in the overlay 41, and the connection between the termsas a connection between the first content item 52 and the second contentitem 52 in the overlay 41. Because the overlay builder 56 includes thevisual display 60 and has available a term inventory, the author is ableto easily draw from the entire relevant inventory of terms to populatedwordles, and is also able to easily render connections between termsand translate those terms and connections into nodes and connections ofthe overlay 41.

The Dwordle in Context: Dwordles are one example of an aid to productivethought, in accordance with embodiments of the invention. To furtherunderstand what dwordles are and how they aid in creating the overlays41, it is helpful to consider the following discussion of aids toproductive thought, including the interaction between the verbal andvisual fields of focus, and visual and verbal analysis frameworks, andthe use of dwordles.

Burgeoning Conceptual Complexity: Our modern world is knowledge-basedbut conceptually educated. Our interactions are relatively harmoniouswhen compared to past history, but as a result of telecommunication andthe Internet, our interactions are conceptually mediated to anunprecedented degree. As a result we are becoming increasing distancedfrom one another and even estranged from our own nature. The complexityimplicit in cultural mastery is burgeoning at the same time that theelements of our culture are increasingly perfused with concepts, and theuniversal education that helps us to keep up with all these conceptstends to cut us off from our heartfelt humanity.

The scientific endeavor, with its roots in disciplined and unbiasedobservation and verifiable prediction, its emphasis on rigorousanalysis, and its active engagement in continuing enhancement, is awonderful basis for humanity's continuing growth. However, it too isconceptually based and stretched to its limits by the complexity ofnatural and human systems.

Conceptual thought can be verbal or visual or emotional. (It's relevantthat our culture's verbal emphasis may have increased during the firstfive decades of computer availability to a peak in the 1990's, and theproliferation of images on the web may now have begun a corrective trendback into balance with visual expression.)

Coordinating Conceptual Thought with the Visual Field: Three factorsmake it beneficial to open up conceptual thought to coordination withthe visual field: overemphasis of verbal thought; the comparativeadvantage of the visual field in handling complexity; and the risk thatweb-based learning may lead to mere information rather than knowledge.

The APT initiative is a practical one: tools for productive thought willsucceed and meet their goals if they yield more satisfactory results fortheir users.

Knowledge is Information in Proper Context: Mere information is data outof context. Without context, you do not know what to use data for andhow to use it appropriately. Searching on the Internet you may find thatyou have gained information but still lack the knowledge you need to usethe information effectively to satisfy your purposes. Informationbecomes knowledge when you know how it should play a role in your lifeand know how to make use of it.

To make wise choices or decisions, you need to know your owncircumstances, the possibilities available, the principles or criteriafor appropriate choice and how the various possibilities accord withthese considerations. It is good to learn to bring all these factorsconsciously into your mind when making a choice, because consciousattention will help to balance various considerations and weigh theirimportance. There is no need to go about this abstractly by tellingyourself how to think. A few well-designed questions will put you in theproper frame of mind. When you are making choices and the choices arewell informed, you are creating a context that will frame theinformation you learn as knowledge rather than filing it as mereinformation.

Conscious Thought and Subliminal Thought: In seeking a conclusion, forexample to solve a problem or to learn about a particular subjectmatter, it is helpful sometimes to give purposeful thought to theproblem. That is, to think something through, setting in motion a trainof thoughts that continues until a successful conclusion is reached.Doesn't it feel good when you begin with no understanding ormisunderstanding and eventually reach clarity? This is a form ofproductive thought. Once you recognize productive thought in your ownexperience, you have a basis for gradually reshaping your thinking sothat more and more of your conscious thought is productive.

It's helpful to note, however, that most of your useful mental functionsare performed subliminally without conscious awareness. When you catch aball, you may think “I am catching this ball,” but everything that yourbody does in order to catch it is being calculated and performedsubliminally. Likewise, when you think “I have a new idea,” most of themental functionality that brought forth the idea was subliminal.

It's helpful to think of the mind as including both subliminal andconscious thought. When you reflect on this you'll find-perhaps to yoursurprise—that much of your conscious thought is actually getting in theway of productive thought and preventing useful productive ideas fromreaching your conscious awareness.

This insight suggests that it might often be better to let yourconscious thoughts fade into silence instead of letting them run alongin their usual way. Pragmatically, we're looking for whatever form ofconscious thought will best support broad minding (the mind as a whole)in productive thinking: when that means silence, there should besilence.

Minimizing Distortions due to Emotions: We're all familiar withemotional factors like writer's block, procrastination, infatuation,discouragement, and magical or wishful thinking in others and inourselves. Emotions are closely linked to conscious conceptual thoughtand can obstruct, confuse and bias your thought process. In general,alert concentration and relaxation can soften these effects. Attendingto the wide-angle visual field promotes alert concentration andengenders relaxation, which can be very helpful. Beyond that, themelding of graphic and verbal meanings in embodiments of the inventionas discussed above often promotes alert concentration. As we become moreinterested in our work and begin to make real progress, the emotionaleffects usually subside.

Benefits of Introspection: Introspection, literally examining inwardly,can be very helpful when engaged for a productive purpose. When youintrospect with the intent of developing more effective and reliableways of thinking, you can make important discoveries that take you tonew ways of thought. These are truly discoveries, for two reasons: firstbecause they concern your own mind, which is yours alone to explore, andsecond because you discern some things that go against views about mindthat are prevalent in our culture.

Limitations of Conscious Thought: It is helpful to productive thought tocoordinate conscious thought and subliminal mental activity. The brainactivates more than 100,000,000,000,000 calculations a second. Consciousverbal thought achieves about two words a second. Needless to say, thereis a bandwidth mismatch. You will never be able to bring even aminiscule fraction of the brain's calculations into conscious thought,but it is beneficial to make space for subliminal mental activities towork alongside the conscious thought process and contribute knowledgeand insights. Both conscious conceptual thought and subliminal mentalactivity contribute to the thought process, and it makes sense tocoordinate them to attain our purposes.

It's helpful to develop habits of thought that make space for creativethoughts to surface. It's helpful to accept the value of subliminalmental activity in dealing with complexity. In the same way that wecooperate with a computer, it's helpful to cooperate or coordinateconscious conceptual thought with broader mental activity.

Conscious Verbal Thought and the Wide-Angle Visual Field: Consciousverbal thought is linear. It traces one meaning, one connection at atime. It is useful for finding errors and getting things right. As ittraces a single sequence of meanings, verbal thought is like listeningor speaking. Thinking in images sometimes serves a similar function,exploring and tracing connections.

Unlike listening to speech, the human visual field takes in many thingssimultaneously. When we relax our gaze and rest in wide-angle vision1310 (FIG. 13a ), the visual field supports wide-reaching awareness. (Bycontrast, when we focus acutely and narrowly, the visual field supportsintense analysis. Relaxed and soft, the restful gaze of wide-anglevision 1310 is an ideal complement to the linearity of conscious verbalthought. This restful gaze can be almost entirely free from emotionalbias, and naturally attends to everything in sight, treating everythingequally and allowing us to see things that do not fit into ourpreconceptions.

Benefits of the Dwordle: Many elements of embodiments of the inventiondiscussed above individually and jointly help to bring the benefits ofboth acute visual focus and wide-angle gaze to the thought process.

A unique element of embodiments of the invention, the “dwordle,” helpsyou with both aspects of coordination: coordinating conscious thoughtwith subliminal minding, and coordinating verbal analysis with thewide-angle visual field. The “dwordle” teaches you to activatewide-angle visual awareness and derive direct benefit from subliminalbroader minding. The dwordle accomplishes this by completing a feedbackloop between verbal conceptual thought and the visual field.

Visual Focus: Acute and Wide-Angle: Human vision has two differentstyles of focus. These derive from physical features of the eye and theconnections of the optic nerve to the brain. “Acute focus” 1320 (FIG.13b ) is sharp vision provided by the center of the retina (the“fovea”), and “wide-angle focus” 1310 (FIG. 13a ) is less acute visionprovided by the retina as a whole including that central region. Theseare rooted in physical properties of the eye and nervous system, andthey also correlate with our mood and sense of identity.

We can use these contrasting forms of mental activity in severalexercises, and it is helpful to appreciate them. Modern life may tilt ustoward habitual acute focus 1320, making it difficult for us todeliberately relax into wide-angle focus 1310. If a person has lostdiscretionary access to wide-angle focus 1310, it is particularlyimportant to regain this because wide-angle focus 1310 is an influentialresource with profound impact on mental activity: Wide-angle focus 1310opens the field of attention, whereas acute focus 1320 narrows it.

Acute focus 1320, which has also been called “hard focus” benefits fromthe dense visual receptors in the fovea and the many nerve fibers thatconnect the fovea to the visual cortex. Humans naturally focus theireyes more sharply to rely on this central region of the retina when theywant greater visual detail or when they want to analyze what they see.With this kind of focus, eye and brain are closely coupled foranalytical and decision-making purposes. When humans are intenselyinterested in something they naturally use acute focus 1320.

The other focus has been called a “soft focus.” Here the eyes arerelaxed and a much greater area of the retina is called upon. Whenhumans use wide-angle focus 1310 the whole field of vision is warmlyalive. The feeling is gentle, somewhat like meditation. Humans usewide-angle focus when peripheral vision is important, because peripheralvision requires the outer region of the retina. This is why we refer toit as “wide-angle.”

The most light-sensitive receptors in the eyes are in the outer regionsof the retina, and humans need to use wide-angle focus when walking inthe darkness or looking at the night sky. If a person goes out and nightand sees few stars, even after waiting for a minute or two for his orher eyes to adapt to the dark, and a little later sees many stars, thechange has resulted from a shift from acute to wide-angle visual focus.

The “depth of field” in human vision is much greater in wide-anglefocus. When a person wants to see clearly objects that are close andobjects that are distant at the same time, the person uses wide-anglefocus. With wide-angle focus, images are equally sharp at all distances.Designers of tranquil gardens such as the gardens in Japan invitevisitors to increase the depth of field in order to calm the visitor,precisely because it invokes the visual state of wide-angle focus. Whensignificant objects are present in the foreground, middle ground andbackground of a person's vision, the person naturally shifts towide-angle focus in order to attain depth of field, and as a result theperson's eyes and spirit relax.

Becoming Familiar with Wide-Angle Focus: We have discussed four factorsthat induce wide-angle focus: peripheral vision, relaxation, darkness,and visual acuity at a range of distances. Peripheral vision is perhapsthe easiest tool with which to explore wide-angle focus. Here is anexercise: Extend your arms in front of you with your hands at the levelof your eyes. Focus on your hands, and keep them at eye level as youslowly swing your extended arms outward to the side.

As your hands swing backward and approach the edges of your visualfield, they are picked up by peripheral vision and you are seeing inwide-angle focus. Continue to focus on your hands and move them as farbackwards as you can without losing sight of them. Then keep your handsin view to sustain wide-angle focus as you attend to the entire visualfield. See if you can relax and enjoy this feeling of softness.

Once wide-angle focus has stabilized, you can put your arms down if youwant. Begin to play with the qualities of the softly-focused image. Veryslowly move your eyes from side to side and up and down. You should findthat your entire visual field is stable during this movement: there isno break in attention, just an extension. You see a single comprehensiveimage: as your eyes move to the left the image extends in thatdirection, and likewise up or down or to the right. As it extends yourvisual field retains the memory of the opposite sides of the field: theimage is stable beyond the range of any one gaze, and when you laterbring your eyes back where they were before, the lost part of the imagecomes back as if it has never changed and has been waiting for you.Though your eyes and gaze have moved, you have not diverted yourattention at all.

Contrasting Wide-Angle and Acute Focus: Another way to explorewide-angle focus is to focus on something complex and nearby like amessy desk or a loaded dinner table while moving your hand through theair between your eyes and the objects in your field of vision. If youare in wide-angle focus the background remains stable while your movinghand occludes various parts of it without disturbing the complex image.You can use this technique to recover wide-angle focus at any timeduring the day.

By contrast, with acute focus 1320 (FIG. 13b ) attention is intenselyfocused at the center of the visual field. Attention moves with theeyes. The image reforms wherever your eyes move. When you move your eyesin acute focus 1320, it is as if your gaze is darting from one target tothe next. There is a break in attention. Apparently the break occursboth in mind and eyes, for it distracts from engaging in complexphysical activities like driving a car. At first vision is centered atone location, then it refocuses somewhere else and the area in betweenis blurred during the transition. The new target to which your gazedarts comes into focus almost instantly, but you may be able to sensethat the image surrounding your new point of focus shapes itself moreslowly than the target and remains blurry or vague for a short while.

Verbal and Visual Analysis: Related to the ideas of acute and wide-anglefocus, are the ideas of verbal and visual analysis. Humans can easilyaccess two basic analytical frameworks: verbal analysis that supportshearing, speech and communication, and visual analysis that supportsvision, spatial relationship, and engaging in physical activities likeathletics or conversing or driving a car in physical time. When thesetwo frameworks are allowed to interact, they cooperate well: thecombination of the two is better than either one used separately. We canuse a lightweight tool, the “dwordle”, in conjunction with theprinciples of acute and wide-angle focus above, to enhance theircooperation.

Using the dwordle we are able to sense the respective strengths andlimitations of the two frameworks and allow them to work together. Thismind training takes form in conscious experience, enhancing theeffectiveness of productive thought. As the human mind is trained toadopt this new technique, it learns to deploy it in its broader minding.Ultimately broad minding may take over these capabilities so fully thatwe receive the benefits almost instantly without needing to go through aconscious process to achieve the results.

Visual images and verbal concepts are both important in conceptualthought, as evidenced by the fact that each plays an important role inthe flow of conscious meaning-laden thoughts. Vision receives manystimuli simultaneously: in any moment, some objects in the image arechanging, some are moving, and some are fixed. Verbal informationarrives in one sole sequence: newly arriving information is appended toa remembered sequence of sounds, and the sequence extends as time passeslike a line being traced. The differences between the information setsrequire different forms of processing, and give rise to different stylesof analysis.

The visual field specializes in receiving simultaneous stimuli andplacing them into a spatial context, while verbal thought specializes inencoding and decoding meanings and linking them to related meanings.These different specializations naturally complement one another.

Verbal Analysis: Language and formal thought, and the mental structuresthat support them, are important resources for pondering and creativity.Formal thought depends on reference and so relies on previously formedlabels and references or associations. We can refer to these verballabels as “words” and “meanings”, with the understanding that theseterms include such things as numbers and arithmetic. The analytical useof words and meanings can be termed “verbal analysis”. The words andmeanings of conventional language and principles of formal thought suchas grammar and arithmetic are a toolkit for reasoned analysis.

This toolkit is very convenient when working within the range of wordsand meanings that come packaged within conventional language.Specialized vocabularies are invented to apply logical reasoning tofields ranging from architecture through mathematics to zoology. Formalthought is a natural basis for exploring conventional wisdom alreadyembodied in formal thought. Inconsistencies and new connections can bediscovered. Subtle implications can be inferred.

As new insights and implications emerge, new words and meanings can bedeveloped to extend conventional wisdom. The process continuesindefinitely.

Limitations of Verbal Analysis: However, verbal analysis faces multiplehandicaps when the purpose involves new perspectives and creativity. Thestrengths of verbal analysis bring corresponding limitations, asexplained in the following paragraphs.

Verbal analysis depends on packaging into conceptual constructs for itsbroad reach-a great strength. However packaging often conceals thepackaged contents, cutting off access to the experiential knowledge towhich the packaged meanings refer. Analytical use of packaged constructstends to intensify the difficulties of opening packages. When content isessential to creativity, as is usually the case because packagedconstructs do not capture the potential of the knowledge they refer to,we can easily get stuck with no way forward.

The meaningful connections of verbal analysis are subtle and refined andoffer unlimited abstraction-a great strength. However verbal analysistends to take the correctness of these connections for granted, andrarely takes the time to unpack the connections to validate them throughbroader minding. Once in place and incorporated in analysis, even agravely faulty connection is unlikely to be detected unless it raisescontradictions. Verbal analysis is weak in detecting its internal errorsand therefore vulnerable to error.

Language is central to communication-a great strength. At every pointalong the way, whether clearly established or veiled by confusion, wecan describe where we are. However, the emphasis on communicabilityactively inhibits the initial stages of the deeper forms of creativity,because whatever is newly unfolding will not yet fit in. Formal thoughtdemands milestones along the way and tends to inhibit creativeexploration.

Because of its role in communication, language is central to the socialmodel-a great strength. This applies especially to conscious conceptualthought, which is prominent in inward display of relationship models.Conscious conceptual thought can easily become entangled withemotionality and self-image. These are important ingredients of thesocial model, and so are highly relevant for creativity within thecontext of the social model. However, within the context of productivethought, these collateral effects are detrimental. Emotionalentanglements and presentations of self-image are sure to causedistractions and likely to impede progress.

Because of the importance of communication, we have learned toconcentrate intensely on formal thought. Our mind can simultaneouslyfocus on conscious conceptual thought and activate relevant links toother concepts not presented consciously-a great strength. However, thisintense concentration tends to cut off access to other aspects ofsubliminal minding. This is a major weakness, because we are oftenunable to take advantage of broader mental capabilities that we are inneed of.

Because of the linear character of sound, which is expressedsequentially over time, expressed verbal meanings are linear. Broadminding skillfully expands the linear elements of verbal analysis into anetwork of interconnecting connections that mutually support oneanother, effectively traversing many links of a network at once-a greatstrength. However, only one connection can be played in consciousness atany one time, so conscious verbal conceptual thought is intrinsicallylinear. Even when conceptual thought is expressed in conscious imagesrather than words, the linearity tends to persist. Navigating a complexmulti-layered linear network one connection at a time is slow: much,much slower than broad minding. By the time we come to the end of aconscious thought, mind will already have moved on. As a result, thereis inevitable discordance between conscious conceptual thought andbroader mental capabilities. There is tension in this discord, andeffort is required to maintain it. We lose access to beneficial aspectsof subliminal minding that would be available in a more relaxed state.

Each successive thought narrows our focus onto its topic and supportsthis with relevant local connections—a great strength. However, as welocalize in this way it is hard to maintain a consistent broad focus,and it is likely that we will sometimes lose track of the big picture.Moreover, once a connection is activated by projection into consciousthought, its priority is increased and mind tends to return to it, soconscious conceptual thought tends to be repetitive. Because of thecombined effects of losing track of the big picture and tending towardrepetition, we often find ourselves following a worthless track againand again, repeatedly presenting a broken train of thought and hardeningour perspective until creativity becomes nearly impossible.

Because of these limitations of verbal analysis, it is important tosupplement it with other styles of analysis that can work around thesechallenges. This way we can combine the strengths of multiple styles andminimize the costs of their limitations. Visual analysis naturallyovercomes many of these limitations.

Visual Analysis: The visual field presents a rich array of formsarranged in three dimensions. Tremendous mental calculations arerequired to present these in a timely way. The field distinguishes amongchanging elements, moving elements and fixed elements and handles themin different ways. Changing elements are noticed, processed, andrecognized. Moving elements are carried forward with their priorassigned recognitions. Fixed elements continue in place as previouslyrecognized.

All of the elements are presented for analysis simultaneously, as asingle present array. Elements recognized some time ago are arrangedalongside others newly arrived. Elements' status as fixed, moving, orchanged is provided, and elements with common features are linked to oneanother. Patterns and textures, colors and shapes are identified.Spatial relationship in three dimensions is readily available, andprovides context within the scene. The entire scene is easily scannedfor any object. The context is powerful and supports memory, analysisand planning.

Visual analysis identifies the elements of the scene and studiesrelationships among them. Using a longer time history for perspective,motions are analyzed and rhythmic patterns such as the swinging of apendulum are detected. Movement is modeled and changes are analyzed. Allof this is done very quickly to keep up with physical time.

Limitations of Visual Analysis: As with verbal analysis, the strengthsof visual analysis bring limitations along with them. Visual analysishandles a vast amount of timely data very quickly-a great strength.However, when it comes to pondering meanings and searching for abstractrelationships, the visual system seems to be a tool of the processrather than the manager of the process.

Visual analysis has wonderfully quick access to long-lasting memory thatsupports recognizing faces and places and objects and symbols-a greatstrength. It seems that these memories are closely linked to vision andaccessible through visual analysis. However, it is not clear that thevisual system has direct access to the general class of meaningfulassociations that are the specialty of verbal analysis. For example,when a newly appearing object is unexpected and difficult to recognize,visual analysis gives way to broader minding and we can sense the delayand dislocation of experience as attention shifts to other mentalresources to resolve the mystery.

Visual analysis elegantly handles spatial relationships in threedimensions-a great strength. It can also detect relationships amongelements in scattered locations that share a visual feature such asmovement, change, or color. However, attributes of relationships must berepresented symbolically, as for instance by an arrow in a diagram, topresent them to the visual field. Visual analysis cannot itself overlaythe nature of connections, and relies on formal thought applied torecognized images for this.

Visual analysis is central to the calculations that support engaging inphysical activities in physical time-a great strength. However, it worksbest with continuously acting causes that exert incremental effects. Itdoes not respond well to discontinuous, latent, or multi-factorialcauses and relationships.

The visual field brings in every aspect of the visual array with equalstatus-a great strength. It can be easily prioritized to search in thisextensive array for something that moves, emphasizing motion; or a greenobject, emphasizing color; or a pencil, emphasizing shape; or somethingthat glints, emphasizing brightness; or something that sparkles,emphasizing change. After a skill like reading has been developed,visual analysis can be trained to search for a familiar symbolic formsuch as a letter in this extensive array. Thus visual recognition andsearch work well with visual cues and symbols. However, the visualsystem does not seem to handle abstract meaning in a native way.Instead, it passes on questions of meaning to broader minding quicklyand efficiently.

Visual-Verbal Interchange: Visual and verbal analysis are complementarysystems. For example, verbal analysis focuses on a single sequence,while visual analysis sees a complete field. Verbal analysis works withlabels, while visual analysis works with direct experience. Verbalanalysis accesses formal thought and formal knowledge, while visualanalysis recognizes images through matches between direct experience andrecorded direct experience. Verbal analysis is locally focused with anabstractly connected proximate network, while visual analysis is broadlyresponsive, and when in wide-angle focus, grants equal value toeverything in the visual field. Verbal analysis takes time, andconscious verbal analysis is ponderous, while visual analysis is quick.

When they are coordinated the strengths of the two can be combined. Werely on verbal analysis to support visual analysis. For example, visualanalysis accomplishes recognition of a face or place on its own, andmakes the recognized images available to verbal analysis to conveylabeling and packaging to the networks of formal thought. For our mindto function as well as it does, the channel from the visual system tothe verbal one must operate very quickly.

To cite one instance, training systems for “speed reading” have beenavailable for many years. These rely on the wide-angle focus of the fullvisual field, rather than the acute focus 1320 employed for ordinarylinear reading, to achieve reading speeds of thousands of words perminute. This pace is so much faster than speech or verbal thought thatit offers a feeling of exhilaration.

To achieve this pace, recognition of ten thousand letters or more,labeling of thousands of words, and understanding of the meanings ofwords and sentences are all accomplished within a minute. This isperhaps ten times faster than the usual pace of verbal thought, andentails the added steps of recognition and labeling. Clearly recognitionand labeling are accomplished rapidly.

The Dwordle Completes a Feedback Loop between the Visual Field andVerbal Analysis: Thus, there is a highly tuned channel from the visualfield to verbal analysis. To complete the feedback loop that isnecessary to achieve effective coordination between these two modes ofanalysis, a reverse pathway from verbal to visual analysis must beopened. Written language and accurate drawing have provided the basisfor this.

The traditional pathway from verbal to visual is writing and drawing.Almost everyone has had the experience of taking notes while someoneelse is explaining something or while studying. Most of us are alsofamiliar with adding diagrams to our notes to clarify relationships. Ourhands create the letters and images that send our ideas to the visualfield.

Many of us also made random drawings on the pages of the notebook. Theserandom drawings are called “doodles.”

A “doodle” is “an unfocused drawing made while a person's attention isotherwise occupied.”

Doodling can aid a person's memory by expending just enough energy tokeep one from daydreaming, which demands a lot of the brain's processingpower, while also helping the person to continue paying attention. Thus,it acts as a mediator between the spectrum of thinking too much andthinking too little, and helps focus on the current situation.

The “Dwordle”. Here we suggest the term “dwordle” (pronounceddwurr-dull) to describe a doodle that is primarily made up of words andis used for the specific purpose of feedback from verbal analysisthrough broad minding to the visual field. A dwordle is the most directform of feedback from verbal to visual analysis. The dwordle shares twokey features with a doodle. Like a doodle, the material is selected atrandom rather than by verbal analysis. Again like a doodle, there is anelement of random drawing in the dwordle, because the positioning of thewords is left open to be randomly determined.

The strength of the dwordle arises from broad minding. The selection ofwords and the positioning of words is “at random” in the sense that wedo not do it intentionally, but it is not truly random. On the contrary,words and positions are selected subliminally in support of our purpose.

Dwordling: We use the dwordle while seeking to advance a project ofproductive thought, and we invite broad minding to help us achieve ourpurposes. The words in a dwordle are brought up to consciousness withoutprior conscious attention, and without conscious design on our part thewords are positioned among other words on the page.

Broad minding cooperates by selecting words and positioning those wordsto evoke fresh insights for verbal analysis. From our consciousperspective, this is like free association. But our clear purpose incarrying out the exercise allows broad minding to cooperate bypresenting useful associations.

The purpose of the dwordle is to express the current state of consciousconceptual thought with key words that come up through free association,and allow them to place themselves on a page in a freely selectedconfiguration. The outcome is like a keyword outline in the shape of adiagram. The wide-angle visual field knows how to see the dwordle as awhole, and also knows how to infer relationship. Receiving messages fromvisual analysis, verbal analysis immediately forms new connections andreorients old ones in ways that were not previously accessible.

The addition of each word is another step in the process. One feedbackloop from verbal to visual thought and back to verbal thought iscompleted with each step. At each step, broad minding is choosing a keyword and placing it on the diagram. Broad minding does not need to dothis in a linear fashion; instead it draws upon the formal structure ofverbal analysis in a way that is not subject to the constraints ofconscious formal thought.

As the process unfolds, the visual field is taking in the words as theyare written, juxtaposing them with one another and considering theirrelations through visual analysis. Seeing them emerge successively oneby one, and at all times seeing simultaneously all words so far written,the visual field opens the design up to broader minding. In turn,broader minding brings up the words and shapes the layout to showevocative relationship.

Broad minding seeks to make fresh relationships available to supplementthe present state of verbal analysis. It selects words (labels) that arerelevant for connection, choosing them from among the existingconnections in the formal framework of conceptual thought as well asfrom remote locations. Then it presents them to consciousness in adiagram that suggests relationships. As a result, fresh relationshipscan be received and recognized through the wide-angle visual field.

In simple terms, dwordling exports the field of verbal analysis frombroad minding to the written word and presents it as a diagram for thevisual field, where it is visually analyzed and presented freshly to thefield of verbal analysis to be rearticulated.

Using Dwordling in a Project: Dwordling is designed to supportpurposeful verbal analysis. As described above, dwordling can be usedthroughout a project to creatively explore connectivity in the material.In addition, four occasions in a project are particularly well suited tospontaneous dwordling: (1) at the outset of a project; (2) whenobstacles arise and the way forward is unclear; (3) to validate what hasbeen accomplished and check things out; and (4) when a milestone isreached and the author is pausing or finishing the project.

At the start the author softens his gaze and settles into wide-anglefocus. The author selects a word at random from the inventory of termsprovided by the overlay builder 56, and places the word at random in thevisual display 60, or alternatively types in a new term at the selectedpoint, as a node for consideration to include in the overlay 41. Theauthor chooses the words by free association and positions themflexibly, leaving open the opportunity for the words to “choose theirown place” on the visual display 60.

Preferably, the author does not think purposefully about what he isdoing or what is happening. Instead, the author waits for insight tocome. When an insight comes, the author enters a comment, for example byattaching the comment to the node containing the dwordle. The authorthen explores the comment to the minimum degree needed to clarify itsnature before returning to the dwordle.

When dwordling seems to be losing energy and new words are not coming tomind, the author looks at the visual field 60 in its entirety, like adrawing. The author does not focus on any single word or phrase, butinstead softens his gaze into wide-angle focus and sees all of thewords, nodes and the visual field 60 as a whole like a drawing. Whilethe author contemplates the page, he relaxes mentally and lets new wordsor phrases come into consciousness, for example by randomly scanning theinventory of terms. If new words come, the author carries the processfurther. When the author has the insights he needs, he can let theformal process come to an end. Further insights may arise afterdwordling is complete. Once the dwordling is complete, the author has aset of nodes and connections to use as a start on building the overlaysor electronic books of an embodiment.

OTHER ASSISTANCE FOR PRODUCTIVE THOUGHT: Turning to other beneficialaspects of embodiments of the invention, as an author works in theoverlay builder 56, or other embodiments of a creative developmentenvironment, the available tools as discussed above naturally interfaceclosely with the author's mental processes.

Relaxing into Alert Wide-Angle Focus: In contrast to linear consciousthought, which sequentially presents thoughts or images or feelings,when creative work is being seen in the wide-angle visual field thethought process can be largely subliminal and can proceed simultaneouslyon many levels. In these circumstances, conscious thought is usually notcalled for, and the conscious thoughts that do occur are likely todistract rather than contribute. Concentrating on your efforts in arelaxed way, you may find that effortful feeling tends to fall away.Concentration arises naturally from your interest in the work andsustains you through long hours of alert attention without causingweariness.

Whether you are writing on a page or typing on a keyboard, the meaningsthat you experience seem to come forth through your fingers rather thanyour thoughts. You no longer consciously anticipate what will bepresented, but instead let conscious meaning take shape in silence asthe words appear under your restful gaze. You can always try out somewords or images in your thoughts, and when you do these experiments maybe fruitful, but much of the time the material just shapes itself. Theknowledge reflected in your work seems to unfold naturally, almostmagically, without any evident source or accompanying commentary.

The forceful flow of conscious thought may feel continuous, but in factthese thoughts are surfacing from vast potentiality like foam on anocean wave composed of water from the ocean's depths. Successivethoughts often arise from diverse sources in mind, like entertainersselected for a variety show who come from different backgrounds, orcustomers exiting through a revolving door who were shopping indifferent parts of the store a few moments before.

Electronic Textbook Components Taking Shape: A thought may have its owncohesion, or it may be unpolished. When a series of thoughts arecohesive they are more like a paragraph, which again may be cohesive orlacking completion. When a paragraph announces its own completion andsettles into context, you may have found a feature or part of a feature.This feature is implemented as a node in the overlay 41 or electronictextbook 5, as discussed above.

Sometimes thoughts may be intensely interesting and even thrilling. Suchthoughts may become connectors in your finished work, such as theconnections 7 of the electronic textbook 5 or overlay 41 as discussedabove. Often connections will be implicit, unexplored by consciousthought and not easy to find, and they may be all the more interestingfor that reason.

If you are lucky enough to experience space between your thoughts, youmay be able to find connections easily, present latently in thatquietness. If not, you can sense connectivity in the sequential streamof meaning and alertly grasp it. Some connections are logical, but themost valuable or profound ones relate less to inference and more toobservation: they are present because of knowledge that has not yet beenconsciously articulated, and when you observe them in context insightswill come.

Many other connections are associations derived from your pastexperience or alive in your present circumstances, These are meaningfulto you but not necessarily to others, and more likely to resound withemotional tones. It is often difficult to extract the meanings ofstreaming thoughts from the emotions that accompany them, and you mayfind that the gentle accommodation and neutrality of wide-angle vision1310 (FIG. 13a ) offer welcome relief, allowing meanings to shed theiremotionality and clarify themselves effortlessly.

Each feature, when well established, readily defines its connections inyour thoughts, and each connection, when well established, clarifies andhelps to define the features to which it connects. Working in thedisplay area 60 of the overlay builder 56, you find that meaningsometimes crystalizes at a rapid pace, too quickly for consciouscomprehension. You may wish to pause and check out what has emerged bytracing its connections and features (e.g. connections 7 and nodes 10)with linear thought, but it is often much better to let the flowcontinue. Hold on to this perspective: the mental capabilities availableto you are vast beyond conscious understanding, so when your work isgoing well let your mind manage your conscious experience rather thantrying to consciously manage your mind.

As you adhere to this perspective and gain confidence, the space betweenthe thoughts will open up to you.

When your work in the display area 60 is going well, it can be useful tolet go of any thoughts about where you are going. Features andconnections (e.g. connections 7 and nodes 10) can be shaped by roundingout their attached texts (e.g. comments as discussed above), and thenetwork (e.g. the overlay 41 or electronic textbook 5) can be extendedand filled in as appropriate, refining and enriching its connectivity.You are working at the detail level, articulating and mapping yourknowledge.

Focusing on your Audience: When your thoughts do turn to the widerimplications of your efforts it may be a good time to hone in on theusefulness of your work for others. Which features and which connectionsmight be most interesting? Are their different audiences out there,different user communities with different styles and preferences?Visualize the people you know and wonder about which feature might betheir favorite, which connection might be most useful for them?

Such questions open up the dimension of paths (such as the paths 12, 14,16 through the electronic textbook 5 of an embodiment): What pathsthrough the material would be most helpful to others?

Is there one main path with optional branches, or are there severalpaths that deserve to stand alone? Should there be only one gateway orseveral?

When people approach your material, will they be able to determine whatsuits them from brief descriptions or will it be better to plan a wayfor them to enter your material and explore it before making up theirmind. Are their topics in the heart of your material that might deservespecial access points leading to small focused paths?

Contemplating your Material: Your material may have a dominant ordersuch as sequence in time, or it may have a dominant layer such asregions in a travel guidebook. Your material may naturally divide intounits, like recipes; or themes, like elements of design; or chapterswith a common structure such as an idea accompanied by examples,exercises and tests of skill. There may be multiple paths through thematerial, and these may be at different levels or with different topics.

As you plan your work and pursue it you'll notice attributes that applyto some features or connectors and not others. Whenever you find thatyou want to check the consistency or continuity of similar things, youwill probably want to assign them a common attribute. These attributeswill help you to work with the material, and since they explicitlycapture an aspect of your material, they may be useful for users lateron.

Features that are similar, widespread and distinct, such as examples orexercises, can become a layer. Features that are interrelated in anorderly way, such as parallel paths or regularly encountered stages canbe ordered in a structure. Layers and structures can be presented incustomized displays that make them easier for you to work with as awhole and easier for your users to understand.

Visual Logic: Our modern world is increasingly complex, and ourabilities to cope with complexity are also increasing. The tools offeredin embodiments of the invention can help you to validate your thoughtprocess and master complexity. You may find that you can lay out therelevant factors that convince you that a relationship exists but youare not sure exactly how they interact. It makes sense to write thefactors down on a sheet of paper and diagram the interactions witharrows and comments.

After you work out the diagram you can transcribe it to an overlay 41 inthe visual display 60 of the overlay builder 56 (or similarly to anelectronic textbook 5). Alternatively you can complete the whole processfrom start to finish in the display field 60 of the overlay builder 56,and when you have it right the features and connections (e.g. nodes 10and connections 7) will be available for later use. You can create aspecial path that traces the logic in whatever way seems mosttransparent, and you naturally lay out the connections in commentsattached to the connectors.

When an interaction is highly complex, it is helpful to prepare a logicview. After you make an inventory of the interactions, consider whethersome of them arise from common underlying factors. If so, then it may behelpful to trace each of their separate influences during yourexposition. Each of these underlying factors can determine a logicalnexus: a node dedicated to displaying an aspect of the underlying logic.

Interactive Logic Views: As an author, one of the best ways of helpingyour users and clarifying your understanding is to create interactivepages. The presentation of a logical argument in a logic view by tracingthrough underlying logical nexuses, connectors and features-justmentioned above-illustrates this. When teaching, many procedures andrelationships can best be made clear through interactive question andanswer sessions, examples and exercises. Often such cases are presenteddynamically through interactivity on a single page, or by automatednavigation through a cluster of related pages. Interactivity can be agreat aid to understanding. Visualizing and planning the interaction iseven better. We are able to learn through experience and develop anintuitive appreciation of what we are learning and how it is important.

Speedy Content Development: Rapid success in developing content such asthe overlay 41 or electronic textbook 5 comes from attending to detailsand the broad picture simultaneously, while keeping in mind majoraspects intermediate between these two poles. This is not possible inconscious thought, but the broader capabilities of mind are up to thetask when you have become familiar with the material, and the materialis well articulated and clearly presented to the visual field. Visualdisplay can facilitate remarkable progress.

The tools in the overlay builder 56 are designed for this purpose. Thevisual display 60 can display the global view in its entirety orcontracted to higher levels, or it can be selectively displayed bylayers or attributes or structures. The tabular grid 61 can give youaccess to any sorted order of any filtered subset of features orconnectors or both. Anything selected in the visual display 60 can bedisplayed in the tabular grid 61 and vice versa. Any selection can bedisplayed at any level of detail, including associated text in itsentirety or only at the level of embedded outline headings.

There is also a Comprehensive view that offers any path through thematerial in document or webpage form. If the material consists of textand images, it is displayed in printable form that corresponds tosequential printing of a path in the overlay builder.

OTHER APPLICATIONS OF THE OVERLAY: The overlay 41 of embodiments of theinvention is very versatile. The overlay 41 allows a user to easilyassemble diverse materials and enter the user's own comments andtransitions. It can assimilate and images or texts. The user caninterlink the images or texts, select any path through the overlay 41,and print that path linearly.

Personal Uses: For example, the user can combine driving directions withpersonal photos, add explanatory comments and send these out as aninvitation that can be played in a tablet equipped with the browseradd-on 40, as the user's guests are driving to the event.

The user can create a travel diary during a trip, linking the user's ownphotos and videos with images from the web, entering comments andediting flexibly during the trip, and after the user returns. Otherusers such as family members can create different paths through the sametravel diary material for different purposes, and print them out whenneeded. One path might become a class report in school, another sent torelatives and friends, another become a treasured personal record.

The user can assemble a library of audio-visual playlists together withcomments, each a different path through a common library of audio andimages.

The user can begin with a library of recipes assembled from diversesources, and overlay it using an overlay 41 with comments and menusuggestions. Paths are created reflecting each meal, connecting multiplerecipes in order. Then, without disturbing the basic recipe library inany way the user assembles a multi-day menu with all the necessarycomments as a distinct path. This is an application of a multi-levelhierarchical overlay as discussed above: courses included in menussequenced over days and weeks. Over the years, the user can accumulatehundreds of these sequential paths through the library.

In all these applications, the various paths created in the overlay 41can be read as a path on the computer or tablet, using the overlaybuilder 56 or an add-on 40, or printed out in the traditional way. Theuser can also share this work with others, allowing them to contributeto what the user has created.

Website builder. The website builder can also create general electronicbooks (but not electronic textbooks). It has all the capabilities of theAuthor's Workbench, along with additional general-purpose capabilitiesrelating to connectors, informed choice and perspectives.

It also deals with arrangements and security issues.

WEBSITE APPLICATIONS: In another embodiment, an electronic book or anoverlay of existing source material is created, which integrates in asingle compilation material from multiple sources, such as multipleconventional books. Each separate source is represented in thecompilation as a path through the compilation. The compilation has manyentry points, for example one entry point for each discrete source (e.g.book). Each entry point offers a different angle of approach to thecompilation. Each entry point opens to a path through the compilationthat presents its own topic (e.g. the topic presented by the underlyingsource). However, because the underlying sources are all collectedtogether into a single compilation with multiple paths through thecompilation, a user of the compilation has access to a wide range ofchoices when connecting the material together with other relevanttopics. These connections may be created by an author of thecompilation, for example by creating a connection between two relatedtopics in two sources in the compilation. Thus, if the compilationcompiled several religious texts, the author could logically connect thesame story told in each text, such that a user navigating thecompilation could explore multiple viewpoints about that story, asexpressed in each underlying text.

In another embodiment, a central organization (such as the Audubonsociety) maintains a public web resource (such as an individual photo ofeach bird in America with accompanying text description), and offers tousers (for example chapters and/or individual members) the ability tomake a local exhibit as an overlay. Construction of the local overlay issemi-automatic: Beginning with the list of local entities provided bythe user (such as birds), possibly supplemented by a sequential order(for example local counts), an overlay that visits the list ofdescriptions is initially created. Then the user is free to insertcomments and further material (such as local photos) to supplement thebasic resource and complete the presentation. The local overlay thenjoins a collection of other local overlays, which can be made publiclyavailable through the central organization's website and/or localwebsites as preferred. Over and above the intrinsic value of these localpresentations, the process elicits local information that is valuable tothe central organization.

Application 5—California Driver Handbook and Sample Driver Tests

This application demonstrates basic capabilities of the Tabular Grid andDisplay Field, including importing data, using multiple layers, addingconnectors, and including active content in the form of test questions.It also demonstrates some capabilities presented along with other devicepairs, such as administering test questions and navigating with asupporting ribbon. The two layers are for test questions and handbook,and the reader can make either one the top layer. The Drivers Handbookof the California State Department of Motor Vehicles is imported intothe Tabular Grid, and made accessible as one of two layers in astructured display in the display field. Sixty-eight multiple-choicetest questions provided by the DMV, with ‘answer’ as an attribute, areimported as a second layer in the structured display.

A little research serves to peg the location or locations in the DriverHandbook that relate to each question. As a result, each questionreceives the attribute(s) ‘handbook reference(s)’.

The reader can scroll through the handbook layer. Any passage referredto by any question is highlighted, and the reader can select thehighlighted marker to view the relevant test question. The reader canalso search in the concordance of terms for any string and navigate toany question or passage in which the term appears.

The reader can take a simulated test by entering an answer to eachquestion in sequence, and receive deferred feedback on performance whenthe simulated test is complete, along with a guided tour of the sectionsof code related to incorrect answers.

The reader can navigate through the question layer sequentially, from 1to 68, with support from a navigation ribbon, or the reader can manuallynavigate through the question layer in any sequence, viewing questionsand following links to relevant points in the Handbook. At any questionnode the reader can: (i) enter an answer to the question, in which casefeedback as to correctness is given; (ii) view the answer to thequestion; or (iii) navigate to the relevant section(s) of code, beforereturning. When an answer is entered, the answer is immediately graded,and if the answer is incorrect, the reader is given the correct answerand the relevant location(s) in the Handbook are automaticallydisplayed.

ELECTRONIC BOOKS: Additional embodiments of the electronic book oroverlay include the following examples:

Literature: Many stories concern two or three diverse characters.Usually the narration lays out their interactions and their thoughts,sometimes quoting their words. An electronic book according toembodiments of the invention straightforwardly presents the story linefrom the perspective of each of the characters. Each character'spersonal narrative is a distinct path through the nodes of the book,with a series of key scenes narrated by the author as a central path.Some of the nodes would be shared by multiple paths, and some of thenodes would be unique to a given character's narrative. Additionally,some nodes could supply different content depending on the path by whichthe reader arrived. Thus a node regarding a key point to the plot couldpresent the same content (e.g. a view of a key scene) but alter the viewto reflect the perspective of the path for the character the reader wasfollowing. A presentation of this kind gives the author's characters thescope to fully express their personal qualities. The reader of such anelectronic book can choose to follow the narrative of any of thecharacters, thus experiencing a different book on each traversal throughthe electronic book.

Laying out Fields of Knowledge: Many widely read articles and booksoffer overviews of fields and topics of knowledge, striving fortimeliness and often laden down with references to varied publications.The same work could be done much more effectively as an electronic bookof an embodiment, using the techniques mentioned with reference to theoverlay 41 above. An overlay 41 is constantly updated, keeping it alwayscurrent. Such an enterprise could be a cooperative venture.

Application 6—Overlay Supplement: Buddhism Centered on Wikipedia

This application illustrates the capabilities of Informed-Choice Pathsand Knowledge Garden, and also makes extensive use of Overlay Outlineand Concordance with Contexts. The project is concerned with Buddhism onWikipedia. Wikipedia offers a Buddhism Portal, which opens to a numberof other articles that provide overviews and classifications of Buddhistarticles. There is also a Wikipedia book on this topic, described as “acollection of Wikipedia articles that can be easily saved, renderedelectronically and ordered as a printed book.” These top-down resourceslink to thousands of Wikipedia pages on Buddhism.

The individual hierarchical tree-structures offered under the Categoriesin the Buddhism Portal are linear outlines, which if juxtaposed wouldbecome a complex non-linear outline with multiple dimensions andcross-connections. Thus the existing Wikipedia structure can berepresented as an overlay outline, and the comprehensive list ofindividual articles can be treated as an intermediate concordance, atthe level of articles, which lies between the top-level overlay and thebasic concordance of individual terms and other constructs that make upthe articles. Contexts for the articles in the concordance are providedby various references, cross-linkages, and terms utilized. TheConcordance with Contexts for key terms in these materials serves as thebase level. The intermediate and base level Concordances are integratedto obtain an enhanced and extended list of key terms and other elements.

Many other pages within Wikipedia and beyond it elsewhere on the web canbe identified by searching for Buddhist meanings and terms, relying on alist of key terms initially assembled from a Concordance identifiedwithin Wikipedia. As other web sites with worthy content are found, theycan be assimilated in an Extended Concordance and used to expand thesearch list of key terms. In this way, the list of acceptable resourcesis extended incrementally. Of course, a similar approach could beapplied to any other Wikipedia portal.

Beginning from the Overlay Outline representation of Wikipedia'sexisting structure, creative procedures associated with the OverlayOutline and Concordance with Contexts device pair can be employed, byusing the Interweaver to compile an extended Overlay Outline forBuddhism in Wikipedia that better reflects the bottom-up contexts of thearticles. This may become a valuable resource for Wikipedia users, andwill both facilitate and be enhanced by the application proposed here.

The suggested application is a family of Overlay Supplements. EachSupplement is based on a notable source, such as an introduction toBuddhism or a survey of Buddhist topics, which has been published as atraditional book or published on the web. Different Supplements aredrawn from different traditions or reflect different approaches. Thefirst step for each source is to publish it on the web as aself-contained Knowledge Garden, equipped with its own independentInformed-Choice Paths that guide a user through the textual material inthe source. If the source is a traditional book or is a web publicationstructured with a linear outline, the linear path becomes the primarypath among other Informed-Choice Paths. This independent treatment ofthe source has value in its own right.

A source that has been prepared in this way can serve as the core of aKnowledge Garden composed from Buddhist material in Wikipedia andoptionally extended beyond. In this expanded role, the Knowledge Gardencrafted for the source alone is interwoven with and extended by otherInformed-Choice Paths leading to a wider range of topics. This extensionprocess is conducted by a knowledgeable user who is familiar with therelevant tradition or approach. Each completed Overlay Supplement willbe a valuable web resource, and will facilitate later projects withother sources. Ultimately, the family of Overlay Supplements, reflectingdifferent traditions and approaches, will take shape as a comprehensiveKnowledge Garden composed from Wikipedia articles, Overlay Supplements,and the web beyond.

To briefly summarize the procedure for each Supplement, with thepermission of author and publisher as appropriate, the text of thesource is imported into the CDE, mapped with an Overlay Outline andequipped with a Concordance with Contexts for key terms. Out of respectfor the author and tradition, this Overlay Outline will be preserved inits original state. Next, the Interweaver tool is deployed to developthe correspondences between the Supplement and Wikipedia. Interweavingtakes advantage of the top-down structure of the Overlay Outlines forthe source and for Wikipedia to establish similarities and differences,and also undertakes a parallel correspondence process for the bottom-upConcordances with Contexts for the source and Wikipedia by matching thechapters, sections, paragraphs, passages, lists, key terms and so on inthe source text to the material in Wikipedia articles and beyond on theweb. As the user operates the Interweaver, a mapping from nodes of thesource to articles and web-pages beyond takes shape. The result is acoherent Overlay Supplement, in the shape of the initial source, whichserves to organize and present linkages to Wikipedia and extendedmaterials on the web. Once the source has been organized as an OverlaySupplement in this way, any special purpose path crafted for the sourcecan be readily extended into a path through Wikipedia and beyond.

This approach has several appealing features. Overlay Supplements can becreated for different traditions and approaches, meeting a range ofspecial needs while also offering informative comparisons amongdifferent Buddhist viewpoints. The user is presented with an appealingstructure for the Wikipedia material, which can be optionally extendedto web sites beyond Wikipedia. Topics in each Overlay Supplement thatare not well covered in Wikipedia may be useful topics for additionalarticles, and the editors who prepare the Overlay Supplements may findit natural to fill in the gaps.

The availability of multiple Overlay Supplements from differenttraditional perspectives or styles of presentations offer almostunlimited scope for enriching the existing content of Wikipedia andopening Wikipedia to more fluent and instructive modes of access. Forexample, a user can begin from any article within Buddhism in Wikipedia,and view its position within any subset of the Overlay Supplements; itsposition and locality are displayed in the form of a Knowledge Gardenthat compares and contrasts the selected Overlay Supplements thatinclude or closely approach the article. The user can also search formeaningful passages within the Supplements and in other relatedKnowledge Garden resources that clarify differential treatment byvarious Supplements.

Knowledge Garden Perspectives can be applied to the Wikipedia material,to the Wikipedia material with extended web material, and to the wholeenriched by overlay supplementation. Such displays may be helpful forWikipedia's editorial process. For example, Wikipedia articles aresometimes marked for cleanup or tagged with editorial requests forfurther contributions. As a service to Wikipedia's common editorialperspective, the nodes representing these marked and tagged articles canbe highlighted according to their editorial status, promoted to ahighest or second-highest layer in a multi-layer display of theWikipedia material as a whole, and presented in a way that permitsefficient navigation through the marked and tagged articles and on toother related articles. Moreover, the Wikipedia intermediate Concordancewith Contexts for each article maps the article to relevant materialelsewhere, and this may be a useful resource for contributors. Makinguse of the intermediate Concordance with Context and treating thearticles as scenes for automated comparison, pairs of articles that arecandidates for useful cross-references or merger can be detected andsubsequently displayed for efficient navigation in the setting of theKnowledge Garden. When extended web materials are brought into the mix,many possibilities for adding references, enhancing articles andpreparing new articles will become apparent.

Each Overlay Supplement can take this to a higher level by placing thematerial into a systematic context in which gaps in existing Wikipediamaterial become readily apparent; opportunities to move towardcompleteness by referencing the Overlay Supplement text itself orextended web material become evident; and the context offered by theOverlay Supplement helps to prioritize enhancements.

Working through Cognitive Difference or Contention: Using an electronicbook or overlay of an embodiment, as discussed above, to make a recordof statements from opposing viewpoints and beliefs, or from contendingparties can do justice to each of the different sides. Each partyreceives a distinct path that traces their positions and reasoning,while a path along the middle ground offers a balanced perspective onthe distinct positions. An approach like this is a natural expression ofgood journalism and potentially an aid to reconciliation.

Tracking Changes in Human Culture: Culture at any point in time ismany-faceted. Over time these facets change as culture changes. Offeringan overlay containing connections to multiple facets of human culture ateach point of time, captured as nodes in the overlay-a cross-section ofculture at that moment, and then layering successive cross-sections asadditional overlays, or layers to the overlay as discussed above, tocreate a history will offer a compelling record. The overlay of anembodiment of the invention is ideally suited to turn a structuredmatrix of information into an intelligible and interesting presentation.

Technical Documentation: Clarifying Complex Systems: The world isincreasingly complex. Gadgets have more options, increasingly complexcontrols to manage those options, and more and more potential points offailure and confusion for the user. One of the side effects of this isthat it's increasingly easy to find a solution on the web. Printeduser-manuals and generic web-based comments are increasingly supplantingdocumentation from the gadget's manufacturer.

The electronic books and overlays of embodiments as discussed above areexcellent vehicles for technical documentation in every form, withqualities ideally suited for the creator, the users and third-partydocumenters.

The complexity of many systems arises from many interacting elements. Asystem may be unstable or stable, fixed or changing depending on how theinteracting forces balance out. Simulations of such systems cancalculate their behavior, but this is not always sufficient to explaintheir workings. The overlay of an embodiment is ideally suited torepresent the interactions conceptually, allowing the various influencesto be traced.

For example, the overlay of an embodiment is used to create thetechnical documentation for a new product or a new software program.When a designer is creating something, the designer takes into accountmany interactions among different elements of the design. Sometimeselements are connected by direct impact, either one-directional orreaching a mutual balance. Sometimes their design reflects a trade-offthat gives rise to a point of vulnerability and potential failure.Sometimes a mutual interaction is hard to understand, and sometimes itdepends on subtle factors elsewhere in the system.

Usually the more subtle interactions between features in the design arenot clearly apparent in conventional documentation, but the overlay ofan embodiment allows their importance to be clearly acknowledged. Eachfeature or design element of the new product is reflected in a node ofthe overlay. Then, each such interaction is recorded by its ownconnection between the nodes reflecting the features involved.

Documenting Computer Code: The overlay of an embodiment makes thelogical structure clear, by representing this logical structure usingthe nodes and connections of the overlay. For example in well-designedobject-oriented software the logical structure of the program'sfunctions is reflected in the structure of the program, including forexample the various objects which call each other, or the variousroutines that invoke each other, when the program is executed. Theoverlay containing the technical documentation can be attached to thecode objects with links that parallel these functional interactions. Infact, a complete structure for the documentation overlay could be readout from the computer code.

The overlay of an embodiment can go beyond the simple reading out ofstructure from computer code in a very important way, becauseinteractions in the code are generally so intricately intertwined thatno single framework can reflect them. Code follows the logical structureof some interactions but becomes perpendicular to others, and cannotpossibly represent them all. By contrast, as an overlay, the overlay ofan embodiment easily overcomes these problems by adding connections foras many additional structures as necessary. Each structure becomes adistinct layer in the documentation, and layers can be cogently comparedand contrasted in compelling visual perspectives.

Living Documentation: Furthermore, the usual forms of documentation donot age well. They are inadequate to begin with and as a project isenhanced and extended the documentation falls further and furtherbehind.

One important cause of this is that the linear, tree-structure ofdocumentation gets in the way of revisions. When leaves on distantbranches become closely interconnected, there is no way for conventionaldocumentation to emphasize this transparently.

Often enhancements and extensions come into being because the originaldesign was inadequate, so innovations naturally violate assumptions thatpervaded the original version. But it is not worth the effort toreorganize the entire tree to reflect the changes, and so thedocumentation loses its integrity and fades into irrelevance.

The overlay of an embodiment facilitates technical documentation that isliving, active and in depth. As soon as someone understands a way toimprove the documentation, they can add in the links and nodes toimplement the improvement.

As an illustration, suppose that a software developer opened up itscomprehensive documentation to outside users, such as user-manualpublishers, to create overlays on the internal documentation usingembodiments of the invention. In a short time the software developer'sown people might be navigating through their own documentation using thenodes and connections in an overlay of an embodiment, which was createdby the outside users. Of course all the outside users would be doing thesame thing. Soon the software developer's people would better understandwhat they were doing and communicate better with one another, and as aresult programming performance would improve and become moreuser-friendly.

Once the documentation is enhanced with an overlay, it can be seamlesslyupdated. For example, if a user identifies a gap in the productdocumentation, or a design flaw in the product, or an implementationbug, the user can diagnose the problem, create an update to thedocumentation, or a work around for the flaw or bug, and the new contentis assimilated seamlessly into the existing documentation, via theoverlay. The newly prepared explanation is accessible through its ownpath, with its own entry gateway keyed to the problem, and presents thesolution through comments added in the overlay and citations from theunderlying documentation.

Medicine: Integrating Clinical Experience and Scientific Discovery intoa Coherent Framework: These overlays can also be used to help translatecomplex knowledge into practical forms. For example, users buildingoverlays can integrate together clinical experience and scientificdiscovery into a mutually coherent framework. Conventional clinicalmedicine largely relies upon rule-based treatment consequent upondiagnosis, and is not well suited to complex illnesses or illnesses thatare hard to diagnose. Alternative medicine is more likely to approacheach patient as a unique and complex biological system to beinvestigated in depth and progressively understood more and moreincisively until eventually a cure is reached. Science approaches thehuman body as a system but tends to focus on general rather thanindividual characteristics and circumstances. Each of the threeapproaches has great strengths in its own domain, but it seems that thealternative clinician is positioned at the nexus between science andconventional treatment, because this is the point where individualcharacteristics are investigated in depth. Further, all three willbenefit from increased knowledge of the human system, and the key tosuccess is to consider patients who are ill with complex, hard todiagnose illnesses—the same patients who would normally seek outalternative treatment—as the platform for advancing basic science andtranslating scientific knowledge into practice. In an embodiment, thethree separate orientations are each distinctly articulated and thenjuxtaposed, using the overlays on top of a core set of information suchas a given patient's medical history. This approach allows widelydisparate approaches to cohere around a new orientation, and facilitatesthe ultimate treatment of the patient.

Application 7—Systematic Translation of Religious Literature

This application illustrates the use of the device pair Overlay Outlineand Concordance with Contexts.

Systematic Translation of Religious Literature: For example, the TibetanBuddhist Canon includes more than 200,000 pages, not including more thana millennium of additional domestic material. Translation into Englishis well underway, but the initial translation from Sanskrit to Tibetanthat began more than 1200 years ago maintained high standards ofconsistency that are not natural in the West, and there is no agreementas yet as to lexicon or style for the translation to English.

The overlays of an embodiment can facilitate cooperation among a team oftranslators, by overlaying diverse translations that are all pegged tothe Tibetan originals to which they refer. The Tibetan originals supplythe underlying information items as discussed above. The varioustranslations created by each translator form overlays on top of theunderlying information items. Each translation can create a differentpath through the underlying Tibetan original material, with thetranslated text and additional comments explaining the translations.

However the challenge goes well beyond aligning the translations withtheir originals, because the Tibetan Canon reflects great respect forprecedent, so that memorable verse and prose from the Buddha and earlymasters spawns a tree of consistently translated quotations that extendsdown to the present day. The overlays of embodiments of the inventioncan map many hundreds of trees of this kind, perhaps as many as 1000. Inmany cases, there will be hundreds of branches on a tree. Think of eachof the trees as analogous to a branching path, and visualize displayingthe many trees extending over hundreds of thousands of pages. Thepurpose of this mapping effort is to allow translators to see all theusages of a passage throughout the canon as a whole and progress step bystep toward definitive translations, agreeing on translation terminologyfirst for these seminal phrases that are so widely quoted, and centralto the language as a whole. Without this approach, consistency will beunattainable because various translators will naturally translate thesame passage in diverse ways in the many contexts where it appears. Inan embodiment, the overlay is used to create a translation platform thatwill be widely used by translators around the world, allowing them toshare information and support one another's projects.

Thus, Buddhist literature recorded in Tibetan is a prime example ofreligious literature that might benefit from a systematic translationproject. The material is vast and increasingly available, including thetexts of the Buddhist canon from Sanskrit and other languages that weretranslated into Tibetan, and specifically, the Derge Edition of theKanjur and Tanjur. One “top-down” Overlay Outline has a chronologicalstructure, based on authors (and translators), in the form ofcross-connected tree-structures, from inception forward in time. This isinformed by known student to teacher lineage traditions in India andTibet, as well as broader classifications into “schools” such asmadhyamaka andyogacara.

Each definition of a category of teaching, philosophical or religiousschool, or translation tradition gives rise to a hypotheticalcharacterization of content (top-down). Different versions of the sametextual element associated with schools and/or translation traditionsprovide further information.

“Bottom-up” context, drawn from a concordance of terms, offers manypromising components that can be valuable for translators. Two that aremost easily explored are (i) widely used passages and other textualelements, that can be traced forward in time, including lists of topics,blocks of text, and widely recognized textual elements of all kinds, and(ii) quotations and citations with attribution to a source in the pastthat establish time dependence backward in time.

Content offers information that is distinct from attributed citation,and the two sources of information can be integrated. The manyappearances of each phrase or passage, considered as repetitions of ascene, generate a context that links all usages. Usages in the form ofquotations with citation are particularly informative. Highly preservedscenes that have historically been emphasized for memorization, such asordered lists of topics, are particularly valuable.

Each element—text, author, lineage link, block of text with latercitations and quotations, list of topics, and specific topic—gives riseto a threaded context. Bottom-up threads may reinforce or contradict oneanother. Reinforcing threads cluster into a stronger thread.Contradictions to the general tendencies of reinforced threads may offerinteresting insights.

Beginning with Widely Used Passages

To work toward consensus on terminology, it makes sense to begin withthe most widely used passages, such as ordered lists of topics that wereemphasized in memorization; and key verses and phrases from root textsthat established commentarial traditions. Each widely used passage iseffectively a memorable scene that generates a thread of usages linkingtexts and authors. Each scene is supported by the assemblage of linkedusages which serves as its context.

Widely used scenes are natural initial targets for consensus translationand also the best vehicles for bottom-up perspectives on an overlayoutline. The assemblage of contexts, gathered across a set of scenes, isa good starting point for an initial consensus translation project. Itcan be calculated and made accessible as core material for a translationplatform that juxtaposes Overlay Outline and Concordance with Contextsfor the benefit of translators.

CITATIONS AND QUOTATIONS

Like all of the bottom-up work, the work with citations and quotationsbegins with concordance. For the Tibetan language, a concordance ofsyllables is first constructed, and a concordance of words and phrasesfollows.

It is also helpful to assemble a concordance of the terminology used inexpressing citations and attributions. Local context can be important,because often the honorific used in the citation identifies which amongseveral authors is meant.

Each attribution may include a text reference and/or an authorreference. The citation for the text may also be very helpful inclarifying the attribution. Citation and quotation attributions can alsobe verified and filled in by establishing citation threads that extendthrough time.

Working with Texts and Authors

In parallel with the content of the texts, a more modest project relatedto the top-down overlay outline can be pursued with titles andauthorship. It is based on a concordance of texts, with attributes. Itcan be ordered according to various linear outlines from differentsources, and alternatively by author. Diverse outlines for the TibetanCanon are associated with different editions, and in fact thepartitioning of the written material into separate texts differs betweeneditions. A single multi-layer rendering of these different outlinesinto a single integrated display would be a valuable application of theOverlay Outline.

A similar effort can be made with a concordance of authors andtranslators, ordered by approximate date and linked by lineage trees,where known or inferred from citations. This component of the OverlayOutline can be validated by citation threads among texts, extendingbackwards in time, and further developed by comparison against bottom-upthreads for textual elements, which will be helpful for corroboratingtranslation.

In the foregoing specification, the invention has been described withreference to specific embodiments thereof. It will, however, be evidentthat various modifications and changes may be made thereto withoutdeparting from the broader spirit and scope of the invention. Forexample, the reader is to understand that the specific ordering andcombination of process actions described herein is merely illustrative,unless otherwise stated, and the invention can be performed usingdifferent or additional process actions or a different combination orordering of process actions. Similarly, the orderings of the usertraversals through the nodes and connections of the overlays andelectronic books of the embodiments are merely illustrative. As anotherexample, each feature of one embodiment can be mixed and matched withother features shown in other embodiments. Features and processes knownto those of ordinary skill may similarly be incorporated as desired.Additionally, features may be added or subtracted from the variousembodiments or embodiments can be combined.

Accordingly, the invention is not to be restricted except in light ofthe attached claims and their equivalents.

Interactive User Interfaces for Electronic Textbook Implementations

Provided herein are interactive user interfaces for electronic textbookimplementations of the present disclosure. The electronic textbookimplementations may have various benefits. They may provide a universaleducational solution and can be adapted to web courses, home schooling,and classroom applications. Such adaptability may allow convenientadoption by state and local governments. Further, the electronictextbook implementations may be suitable for a wide range of students,including but not limited to students with visual or auditorylimitations as well as students with access to devices that lack certainhardware features (e.g., voice or text input, display), etc. Theelectronic textbook implementations may also be suitable for studentswith developmental disabilities, such as students who have limitationsin interpreting complex symbolism, for example students with dyslexia,dyscalculia, and ADHD. The implementations may also allow students toparticipate or use the electronic textbooks remotely, for example toaccommodate students who are temporarily out of the area or who areconfined to their homes for health reasons.

In a further benefit, the electronic textbook implementations mayprovide significant flexibility to accommodate different users (e.g.,students). The implemented interface may be customized for each user. Arange of content can be adapted and integrated into a single integratedbook (or system) having easily updated and expandable integratedcontent, and can be presented to different users in intuitive,interactive graphical user interfaces that are tailored to the user'sneeds, with the result that as the user proceeds through the initiallyarranged content, chooses among alternatives and demonstrates personalcapabilities for performance on questions and problems, the range ofcontent is progressively narrowed to focus on material most suited tothe student and the organization of the selected content offered to thestudent is adjusted to suit the student. The interface presents theorganized content as a custom map of the content in the format of abook. Individual units of content can also be adapted in a user-specificfashion, for example so that a student who fails to answer a question orproblem correctly can later be presented with an adjusted or flexiblyrendered version of that same question or problem in order to determinewhether the student now understands the material. The custom map may becustomized for different levels of learning (e.g., basic level, generallevel, advanced level, etc.). The interface display may be customizedfor user-specific presentations, for example by altering sequence orformat or level of detail and by adapting to user responses. The systemsdescribed herein may characterize each user by observing and identifyingthe user's qualities and preferences in order to create the user'scustom map. The system may monitor a user's interactions with, and/orthe user's progress through the custom map in order to update the custommap in accordance with one or more goals, aims, or metrics associatedwith the specific user. The user's interactions and/or progress may bemonitored in real-time. The custom maps may be updated in real-time.Alternatively, the monitoring and/or updating may be performed at apredetermined schedule, such as periodically. Alternatively, oradditionally, the monitoring and/or updating may be triggered manually.

Data collected about a user, such as quantitative and qualitativeinformation about the student's learning style, strengths, weaknesses,performance, and the user's personal information, may be kept privateand confidential. Such security measures may prevent privacy violations,protect the student from embarrassment and support the student'sself-confidence.

In a further benefit, electronic textbook implementations may beconfigured to collect and store relevant information and preparestructured records concerning a user's participation and performancethat can be flexibly formatted as required by different institutions(e.g., school systems).

In a further benefit, the interactive user interfaces of the electronictextbook implementations can facilitate user-to-user interactions (e.g.,peer collaboration). One of the aims of the textbook is to promoteinter-student activities, such as discussing the material and talkingabout learning methods, helping one another to understand mistakes,cooperating on homework assignments, undertaking collaborative projectsand so on. In order to facilitate this without encouraging any form ofcheating, the system is able to identify remote participants, forexample by recognizing voices, keyboard typing style, touch gesturestyle, input equipment and so on, and classify their contributions inorder to deter cheating and monitor cooperation.

FIG. 18 illustrates a system architecture for implementing theinteractive graphical user interfaces of the present disclosure.

A system 1800 may communicate with a plurality of user devices 1805,1810, 1815. The system may comprise a real-time communication layer 1825configured to provide an interactive user interface. The system mayfurther comprise a speech/text conversion module 1845, assessment andtraversal module 1855, identity module 1835, and content aggregationmodule 1830 to facilitate the electronic textbook implementationsdescribed herein. In some instances, the assessment and traversal module1855 may be in operative communication with a custom map database 1850and traversal database 1860, the identity module 1835 may be inoperative communication with a user identity database 1840, and thecontent aggregation module 1830 may be in operative communication with acontent database 1870 and a model database 1875.

The real-time communication layer 1825 may receive instructions from anassessment and traversal module 1855 to provide an interactive userinterface to a user device (e.g., 1805, 1810, 1815). The user interfacemay provide a custom map to a user of the user device. The custom mapmay comprise a map of selective custom content and custom sequencethereof. The custom sequence may be non-linear (e.g. showing loops orbacktracking due to user choice or performance). Alternatively, thecustom sequence may be linear (e.g., in an original sequence of thecontent in content database 1870). The custom map may be user-specific.Alternatively, the custom map may be a predetermined default contentmap. A user may access the custom content via interaction with thecustom map on the interactive user interface.

In some instances, the interactive user interface may display the custommap, including structural components (e.g., nodes, connectors) of themap. In some instances, the interactive user interface may directlydisplay the custom content (e.g., an electronic page of custom content)in the prescribed sequence. In some instances, the interactive userinterface may display both the custom content as well as the custom map.For example, where both are displayed the custom map may include aprogress or location indicator, indicating the location of the instantcontent (e.g., page) being accessed or viewed on the custom map and/orindicating the user's progress along the custom map by showing whichcontent has been completed/accessed and which content remains to betraversed. Where both are displayed, for example, the interactive userinterface may be divided into at least two regions, such that a firstregion shows the content and a second region shows the custom map. Inanother example, the custom map may be displayed as overlaying (oroverlapping) the content. For example, the custom map and/or the contentmay be transparent or translucent to some degree to allow viewing ofboth the content and custom map when overlaid. Alternatively, either orboth the custom map and the content may be opaque. In another example,the interactive user interface may display the content along with avisual indicator (e.g., icon) of the custom map, which may be called outon demand or upon user action. For example, such visual indicator may belinked to or anchored to the custom map such that when the userinteracts (e.g., clicks, selects, taps, etc.) with the visual indicator,the custom map is called up (e.g., in a separate region as part of thecontent, overlaying the content, in a separate window, etc.), andoptionally reverted to the visual indicator (e.g., collapsed) uponanother user interaction. The visual indicator may remain in a fixedlocation on the interactive user interface. The location of the visualindicator may be altered flexibly by the user, such as by moving (e.g.,click and drag, touch and drag, flick, etc.) the visual indicator in thedirection of or to the desired location.

The assessment and traversal module 1855 may create and store the custommap in the custom map database 1850. In some instances, the custom mapdatabase may comprise the content of the custom map stored in thedatabase. Alternatively, the custom map database may comprise only thecustom map with anchors to selected content, wherein the selectedcontent is called from the content database 1870 via the anchors. Theassessment and traversal module 1855 may access the custom map orsequence of custom maps in the custom map database to otherwise modify,update, or delete custom maps, such as in real-time.

The assessment and traversal module 1855 may create and update thecustom map, and its components based on each user. For example, theselected content and sequence may be customized based on a choice madeby the user and/or an evaluation of the user (e.g. user performance onone or more assessments). The assessment module may communicate with anidentity module 1835 which may identify the user based on the userdevice and profile the user. For example, the identity module may assignthe user a learning model based on the user's evaluation. The evaluationmay be based on the user's personal information (e.g., educationhistory, age, etc.). The evaluation may be based on the user's previousinteractions with the system 1800. For example, a user's progress in acurrent custom map may be collected by the identity module 1835 toupdate the user profile. In some instances, new and/or existing userswho have been identified may be presented with a quiz, test, or exam toassess the users' learning characteristics and form a user-specificprofile. For example, such assessment-oriented content may be stored inthe user identity database 1840. In some instances, the assessmentmodule may create a quiz map, test map, or exam map to present to thenew and/or existing users during assessment. User evaluation data (e.g.,learning models, user profiles, etc.) and participation data may bestored in the user identity database 1840, and fluidly updated. In someinstances, each user may be assigned and identified by a unique useridentifier (e.g., stored in the user identity database 1840).

Upon updating a user profile and/or learning model, the assessment andtraversal module 1855 may also update the custom map for the user byupdating the custom map in the custom map database 1850. In someinstances, the assessment module may update the custom map in real-time.As used herein, the term “real-time” may generally refer to theinstantaneous or substantially instantaneous response of a processor.For example, real-time can include a response time of less than 1second, tenth of a second, hundredths of a second, a millisecond, orless. “Real-time” may also refer to the simultaneous or substantiallysimultaneous occurrence of a first event (e.g., updating of userprofile) with respect to a second event (e.g., updating of a custommap). In other instances, the assessment module may update the custommap based on a predetermined periodic schedule (e.g., every second,every minute, every hour, every day, every week, every month, etc.).Alternatively or in addition, the assessment module may update thecustom map upon manual instructions (e.g., such as by a user issuing a‘refresh’ command). Alternatively or in addition, the assessment modulemay be triggered to update the custom map upon any change in the userprofile. The interactive user interface may dynamically update thecustom map for the user in real-time.

The content database 1870 may store integrated content for theelectronic textbook implementations described herein. For example, thecontent database 1870 may comprise learning material data, includinginformational content (e.g., content shown in textbook pages) andcontent oriented for performance evaluation (e.g. content shown inproblem pages). In some instances, the content may be assigned differentdifficulty levels (e.g., basic, advanced, etc.). In some instances, thecontent may be assigned to different learning goals (e.g., irrationalnumbers in mathematics, Newton's laws of motion in physics, Middle Agesin history, etc.). In some instances, for each learning goal, there maybe different versions of content based on difficulty level (e.g.,content for basic level, content for general level and content foradvanced level, etc.). The model database 1875 may store learning modeldata. In some instances, the learning model data may include differentlearning models identified by unique model identifiers, and definitionsfor the different learning models. For example, the definitions caninclude associating different difficulty levels with different learninggoals.

In an example, a user is profiled by the identity module 1835 whichdetermines a first learning model for the user. The first learningmodel, stored in the model database 1875, defines a basic level formathematics and advanced level for history. The content aggregationmodule 1830 may aggregate basic level content for mathematics andgeneral level content for history from the content database 1870 toprovide the select content to the assessment and traversal module 1855to create the custom map for the user. The custom map is presented tothe user device (e.g., 1805, 1810, 1815) on an interactive userinterface via the real-time communication layer 1825. As the userinteracts with the custom map and content thereof, the user interactiondata is collected by the identity module 1835 and stored in the useridentity database 1840. Based on such user interaction data, theidentity module 1835 may re-evaluate the user to determine a secondlearning model for the user. The second learning model, stored in themodel database 1875, defines a basic level for mathematics and a basiclevel for history. The content aggregation module 1830 may aggregatebasic level content for mathematics and basic level content for historyfrom the content database 1870 to provide the selected content to theassessment and traversal module 1855 which updates the custom map forthe user, which is presented to the user device on the interactive userinterface via the real-time communication layer. All of the processesdescribed in this example may be in real-time. Alternatively or inaddition, the processes described in this example may be periodicallyrendered or manually triggered (e.g., by the user).

In some instances, the real-time communication layer 1825 maycommunicate with the speech/text conversion module 1845 to output one ormore components of the interactive user interface via audio or display(e.g., text). In some instances, the speech/text conversion module mayconvert text input/output to audio or audio input/output to text.

Custom Map. The structure of the electronic textbook may be visuallyrepresented as a custom map. The custom map may graphically display thecontent in a directed graph. The directed graph may comprise nodes thatrepresent elements of content (“pages”), and connectors that representrelationships among those pages and paths through those pages. Thecustom map may be displayed as a single layer or in multiple layers. Insome instances, each layer may represent difficulty levels of content.For example, a course in the electronic textbook offers three levels ofinstruction—general (the average level), advanced, and basic (in someembodiments, the remedial level). In this example, there may be up tothree versions of each page. Accordingly, the nodes for the versions ofa page can be organized on the map on three different layers, one foreach level, arrayed one above the other, and in other applications, thenodes for the three alternative versions of a page are juxtaposed on asingle-layer display.

FIG. 19 illustrates an example of a three-layer custom map. In thisexample, an author of the electronic textbook has provided three levels,including the basic, general, and advanced instructional levels. Threelevels of instruction are distinguished as layers 1901, 1902, 1903 onthe custom map. The general layer 1902 comprises general nodes 1921through 1930. The advanced layer 1903 comprises advanced nodes 1931 and1933-1940. The basic layer 1901 comprises basic nodes 1911 through 1920.The parallel levels illustrate topic pages or nodes that cover a similartopic subject matter with differing levels of difficulty. The differinglevels of difficulty are illustrated by the placement of the nodes intodistinct parallel layers and the relative spatial relationship betweenthe parallel layers. The nodes (e.g., topic pages, problem pages, etc.)are arranged so that shared content (e.g., topics, problem questions,etc.) between the layers are illustrated vertically, for example: thebody of content referred to as 21 is covered in advanced, general andbasic forms with advanced 21 content presented in topic page 1933,general topic page 1923, and basic topic page 1913—with three topicpages depicted vertically in the interface. The significance of thevertical display of topic content according to the level of difficultymay be indicated as shown in this example by reference numbers (e.g.,the white number 21 labeling the vertically arranged topic pages), iconsor other methods of conveying the significance of the verticallyoriented content as shown by the white numbers 20, 21, 22, 23, and 24disposed within the nodes (e.g., topic pages, problem pages, etc.). Insome embodiments, the display may not include these numbers and thenature of the topic content (e.g., advanced, general, basic, etc.) isunderstood by the placement of spheres or other shapes (e.g., cones,cubes, cylinders, tetrahedrons, hexagonal pyramids, cuboids, hexagonalprisms, torus, octahedrons, pentagonal pyramids, triangular prisms,pentagonal prisms, hemispheres, icosahedrons, square pyramids,parallelepipeds, ellipsoids, dodecahedrons, etc.) used to depict topicpages, problem pages or any other pages or nodes displayed on theinterfaces. The placement of these shapes can be used to convey otherrelational information about the content of the node. For example,sequential progression from left to right conveys movement through thecontent. The overall global view of the content map begins beyond theleft of the segment shown here and extends beyond the right border. Theroute actually taken by a student is called a “traversal.” A potentiallyavailable route which may be one of multiple routes available to astudent is called a “path.”

In some instances, a course may comprise a set of mandatory topicsegments, each topic segment existing in a set of different versionscorresponding to diverse instructional levels (represented in differentlayers 1901-1903). Each instructional level may contain one or morepages, some or all of which may also provide a problem page. In FIG. 19,the larger circular icons (e.g., 1931, 1921, 1911, etc.) can represent atopic segment of one or more topic pages, and the smaller circular icons(e.g., 1934, 1924, 1914, etc.) attached to the larger circular icons canrepresent a corresponding problem page. A typical or recommendedtraversal through each level may be shown as a series of connectorsbetween recommended pages (e.g., nodes). Other connectors may linkoptional pages. For example, a user interacting with the advanced layer1903 traverses from 1931 to 1933 by traversing connector 1953 to thegeneral layer 1902 at general node 1922 (e.g., a problem page) and thentraverses connector 1954 to revert to the advanced layer 1903. Thisdetour is necessary because the general node 1922 serves as the problempage for both general and advanced layers.

The large node in the center 1950 may represent a junction called a“gallery,” which permits multiple paths of progression (e.g., todifferent nodes) and offers information about these choices. In thisexample, the gallery may permit four paths of progression for the user.Three of the paths go forward on each of the three levels (dashed path1970 to topic page 1937 located in advanced layer 1903, dashed path 1980to topic page 1927 in the general layer 1902, and dashed path 1985 totopic page 1917 in the basic layer 1901). A fourth dashed path, 1975leading to topic page 1941, illustrates a path along an optionalexcursion layer 1904 which comprises a short innovative excursion path,comprising nodes 1941-1944, before returning to continue on one of thethree levels. The optional excursion layer 1904 is depicted in a planewith an orientation different from, and not parallel to layers 1901,1902, and 1903, in order to indicate that these topic pages and problempages do not directly correspond to the other layers in the way thenodes (e.g., topic pages and problem pages) do in 1901, 1902, and 1903.The small spherical connectors labeled A may indicate a user concludinga path (e.g., an innovative excursion) and returning to the priortraversal level. Small spherical connectors labeled A can be found atvarious layers of the content, for example at 1944 in the innovativeexcursion layer 1904, at 1937 in the advanced layer 1903, at 1927 in thegeneral layer 1902, and at 1917 in the basic layer 1901). These smallspherical connectors labeled A in the example shown in FIG. 19 can bemade using shapes of different dimensions (e.g., circles, squares,rectangles, etc.). The exemplary small spherical connectors labeled A inFIG. 19 can have different shapes (e.g., cones, cubes, cylinders,tetrahedrons, hexagonal pyramids, cuboids, hexagonal prisms, torus,octahedrons, pentagonal pyramids, triangular prisms, pentagonal prisms,hemispheres, icosahedrons, square pyramids, parallelepipeds ellipsoids,dodecahedrons, etc.). The solid-line connectors (e.g., 1951, 1952, 1953,or 1954) between nodes may indicate recommended paths, these paths cantraverse layers (e.g., 1953, 1954) and make connections between layersor directly to the gallery 1950 as shown with connectors 1951 and 1952.The broken or dashed connectors (e.g., 1970, 1975, 1980, or 1985)leaving the gallery may represent optional paths leading from thegallery.

In some instances, there may also be a lower directed graph layerbeneath the illustrated multi-layer outline, which comprises therequirements (e.g., educational goals, technology familiarity, etc.)that are being satisfied by the interactive experience as well as thedependencies between the different requirements. Satisfying the set ofrequirements may determine successful completion of the course, and theset of dependencies may describe the interconnections among theserequirements. Requirements may be educational goals. Requirements mayinclude goals for increasing a user's technological familiarity with theelectronic textbook. Dependencies may indicate the elements ofknowledge, skill, and experience upon which mastering the requirementsdepend. The combination of dependencies and requirements may berepresented by a distinct directed graph. The dependencies may determinethe sequence in which the various pages should be completed. In someinstances, all the pages on which a page depends should be completedbefore that page is attempted. In this case, the underlying dependenciesand requirements graph may determine the structure of the custom map forthe course. For example, topic 22 (represented by general topic page1925, advanced topic page 1935, and basic topic page 1915 and the threecorresponding problem pages 1926, 1936, and 1916, respectively) comesbefore a junction and fulfills a requirement. When showing the custommap and the dependencies/requirement map in the same diagram, one abovethe other, the two maps can be linked by vertical pegs (not shown inFIG. 19) that connect a node of course content to the dependency orrequirement node to which it relates. Each map display can be a GUI thatoffers various capabilities to the user. For example, each node hasattached content, such as a title, an abstract and one or more pages,and any element of attached content can be activated by first selectingthe node and then selecting that element of content. Also, the user canselect any node at which to shift into sequential content-levelnavigation from that point forward, and conversely the user can revertfrom content-level navigation to the custom map display as of the user'spresent location at any time.

As described above in the paragraph having the heading “Attributes in anElectronic Textbook,” nodes can have attributes including title, briefabstract and type, that can influence the appearance of the node. Asdepicted in FIG. 19, the type of the node influences node size: topicpage nodes are of medium size, problem page nodes are smaller, and thegallery node is large. Also, in this depiction, the topic number rangingfrom 20 to 24 is shown on topic page nodes. Depiction in this compactformat helps to describe the implementation of the interface. This viewmay be helpful for an author or experienced teacher navigating throughthe electronic textbook. However, many students may benefit from visiblenode titles, because depicting titles results in a diagram of the localcontext. Seeing the diagram can arouse curiosity and may help thestudent to develop perspective on the material and remember it. A titlemay appear below its node, or the node may be represented by an image ofits title. In all node depiction formats, selecting a node by mousingover it or touching it will bring up a window showing attributes of thenode such as title, brief abstract and attached features.

Navigation of the custom map. The content map or the user's custom mapcan be navigated in its entirety by users (e.g., advanced students,instructors, and mentors, etc.) who are able to see the comprehensive“global view.” However, in some cases, only a local region of thecontent map is visible to a user (e.g., student) as a custom map inorder to highlight what is immediately relevant and focus the user'sattention on the current study situation. During the user's progressionthrough the material, the “local view” of the custom map may emphasize asubset of the various levels of instruction and focus upon pages in thevicinity of the page currently being worked upon. In some instances, thedisplay of the “custom map” may be customized as needed, such as tolimit visibility of irrelevant pages (e.g., nodes) to show onlycurrently relevant pages, and/or limit visibility of irrelevant versions(e.g., layers) to show only the versions of such pages that relate tothe student's current emphasis and focus.

As explained with respect to FIG. 20 below in the section having theheading “View Ahead and Path Taken,” the traversal history of a user todate may be shown in the Path-Taken view, and/or relevant futurepossibilities may be shown in the View Ahead view. The View Ahead may beextended as needed to provide perspectives on choices to be madecurrently or in the future.

Any user's path taken in traversing the textbook can be represented by aseries of connectors between the successive pages visited during thetraversal. The record of this path can be displayed in the form of anoverlay on the custom map that is unique to the user. The overlay may(i) indicate pages visited and the traversal sequence, (ii) indicatecompletion status, and (iii) provide data specifying the particularversion or versions of a page that the user has visited. Like the custommap itself, this path may be shown as a directed graph comprising nodesthat represent pages and connectors that represent transitions betweenpages (see FIG. 20). This directed graph can be displayed as anadditional layer overlain above the custom map. If two users arecomparing the routes they have taken through the textbook or if aninstructor is considering the routes taken by various students, thegraphical user interface can show the various routes as graphicaldisplays in contrasting colors and these can be superimposed in a singleoverlay layer or assigned different overlay layers. As described furtherin the paragraph having the heading, “Separable Overlays,” each user mayenter private comments on the textbook that are associated with aspecific node or connector that the user has traversed. The comments maybe shared selectively, in whole or in part, with other users of thesystem (e.g., teachers, mentors, peers). In some instances, the commentsmay be displayed as another overlay layer on the custom map, with eachcomment node linked to the associated textbook node or connection (e.g.,via vertical pegs). In principle, a student's assembled comments may bedeveloped into a study guide.

Navigation Styles. The interactive user interface may provide two stylesof presentation for representing different component levels of theelectronic textbook implementation, such as at the course level, topicsegment level, version level, and/or page level. In one style ofpresentation, the graphic display of the custom map may show a diagramcomprising nodes corresponding to elements of that component level, withconnectors connecting those nodes that correspond to transitions betweenthe elements. The user can select any node or connector in order toexpand it and view its content. This approach facilitates choosing amongalternative elements and formulating a path to visit the chosenalternatives in a convenient or recommended sequence. The advantages ofthis style of navigation are described in the paragraph above having theheading “Presenting Complex Knowledge in Depth,” which explains that thecustom map may serve as a non-linear outline. In this style ofpresentation, the user accesses content via the overlay.

In the other style, the user progresses through a series of contentpages, which may correspond to the content of nodes as well as contentof connectors, along a sequentially determined path, transitioning fromone page to the next by default when selecting a “next page” option, orselecting other options available from that page using “buttons” orother user interactive objects in some accessible form. In some cases,this transition may directly connect successive nodal content elements(e.g., topic pages, problem pages, etc.) and in other cases, atransitional connecting page may appear between successive nodal contentelements to present the content of a connector. This form of navigationis described above in detail in the paragraph having the heading“Textbook Reader” and subsequent paragraphs. In this style, as describedin the paragraph above having the heading “Navigation Tools Window,” theuser can optionally open the custom map to show the present location andthe nodes and connectors in the vicinity and other nodes and connectorsthat may be visible. When moving forward from one topic to the next, astudent may navigate the graphic overlay display that shows a local viewahead of the custom map, seeing at the inception of each new pageoptional nodes representing available versions of content. The studentmay expand any one of the nodes to view the content, and optionallydecide to complete that content page and its problem page oralternatively the student may decide to return to the overlay and selectanother page to expand. This approach allows the student to developcomprehension of the various qualities of the materials at the differentlevels.

Navigation may be substantially improved using the interactive userinterface. For example: navigating the “overlay layer” in theinteractive user interface may be a substantial improvement overnavigating through a table of contents at the opening of a printed orelectronic book and navigating the “content layer” in the interactiveuser interface may be a substantial improvement over linearly readingthrough the content of the book. The innovation here is that both stylesimplement a directed graph custom map—as contrasted to the rigidprogression of a linear outline—and accommodate the wide range ofchoices and navigation styles that become available.

Provided herein are systems and methods for enhancing the interactiveuser interface through entrainment, separable overlays, and comments.

Entrainment. The interactive user interface may offer several modes ofentrainment between different users' devices. As explained in theparagraph above having the heading “Facilitating Remote Participationthrough Entrainment,” when the teacher is demonstrating the use of theElectronic Textbook or presenting material from the textbook, andoptionally projecting an image of the teacher's screen onto a largerdisplay screen in a classroom, a student who is unable to attend classin person can participate through entrainment of the display on thestudent's device to the display on the teacher's device. The mapping ofthe electronic textbook to a directed graph (in this case the contentmap) permits entrainment to function efficiently in this way, withoutany pressure on available network bandwidth. Each connector and eachnode may have a unique identifier (uuid) so that the present layout canbe tersely communicated between systems, and every transition betweensuccessive identified elements may take place in a standardized way.Even if the teacher's electronic textbook has been updated to a morerecent version than a student's, the student's display may track theteacher's display except when the teacher visits an element newly addedto the textbook (in which case the necessary update information may bebroadcast to the student), because each uuid persists through successiveupdates of the electronic textbook. The teacher can use this samecapability to introduce students to the electronic textbook interface.The teacher brings up the electronic textbook interface, showing thestudents how to bring up their version of the system with their ownpersonal accounts. Then the teacher entrains all of the students'systems to the device shown on the screen. Now the students' systemsreproduce each step taken by the teacher; this is not a copied displaybut mirrored or remote navigation. The teacher takes the studentsthrough an initial topic page, and then takes the class to thesubsequent problem page on that same topic, and within the entrainmentsystem sets a scope for each individual student to provide their ownanswer on that page. The teacher may navigate sometimes at directedgraph overlay level and sometimes at content level, while encouragingthe students to follow along with their own devices, such that thestudents may benefit from having their devices entrained to theteacher's device. Then the teacher releases entrainment so that all thestudents are independently operating their own systems, beginning fromthat scope, and asks them each to enter their answer. This may allowremote students who participate via a network connection and/or listento an audio broadcast to participate, such that the electronic textbookson their own devices follow every step that the teacher takes. In somecircumstances, the teacher may cycle between intervals of entrainment,during which students are led along an informative path and brought toan interesting point, and intervals of free exploration during whichindividual students navigate independently on their own devices andexplore the locality to which the teacher has brought them.

Entrainment also allows systems on different devices belonging todifferent users to be coupled to the system on one particular device. Inthis case all users are seeing the same images on their screens, but inan embodiment, only one designated user at any given time has the scopeto operate the system, while the other users are passive. For example, astudent may invite one or more mentors to tune in in this so that thestudent can demonstrate a troublesome situation. Student and mentors cantalk over the situation, and at any point a mentor can ask the studentfor permission to take over scope and make some clarifying changes. Incontrast to uses of entrainment in class instruction, which may centeron the content map in order to be relevant for the class as a whole,applications of entrainment that involve coupling may generally centeron the student's custom map and content level activities.

Separable Overlays. As described in the section having the heading“Custom map,” a user's recorded traversal through the electronictextbook can be displayed as a layer overlain above the custom map. Asdescribed in the paragraph having the heading “Separable User Overlays,”students and other users are able to make their own private overlays,which can be maintained privately and securely within the system, andcan be separated from their copy of the electronic textbook, shared withothers (e.g., students, mentors and friends), or offered to the authoror publisher. Further, an author who decides to offer an electronictextbook in multiple single-level versions, such as separate advanced,general, and basic level versions, can accomplish this by preparingthree separate overlays, one for each level, and using the separateoverlays for the separate publications. In the case of the student'straversal, the overlay records a path through the textbook. An overlaycan also be prepared to describe alternative navigation routes orsuggest a specific ordering of related pages.

Comment System. As described in the paragraph above having the heading“Comments on Items,” the author can use comments that are attached tonodes and/or connectors in a way that may sometimes be analogous totraditional footnotes and additionally offers advice on paths to follow.As described in the paragraph above having the heading “UserInteractions,” the electronic textbook format provides a mechanism forthe textbook's dialogues with the student to be recorded along with apointer to the location on the custom map where the dialogue occurredand/or a pointer to some other location referred to in the dialogue, andallows the student to share these materials with other students alongwith further comments, questions and suggestions. Optionally, thestudent's own comments, the author's comments, and/or comments shared byothers are displayed along with the custom map in their appropriatepositions. As described in the paragraph above having the heading“Notes, Comments and Reminders,” the user may attach notes, comments orreminders to any node or connector, including any nodes or connectionsthat the user has added to the textbook. These added comments may or maynot be shared, and mentors or other privileged users may set rulesconcerning the student's sharing. As described in the paragraph abovehaving the heading “Multiple Paths through the Book,” comments may oftenpertain to connectors. For example, a comment may explain why aparticular connection (between content nodes) was traversed or previewwhat will be encountered at the other end of the connection.

In some instances, as described in the paragraph above having theheading “Comment Window and Index Window,” a separate comment viewwindow may display comments pertaining to the current node and connectorand permit users to add or edit their comments.

As described in the paragraph above having the heading “Navigation ToolsWindow,” along with other navigation tools, an external content windowmay be provided to allow the user to access external content andpotentially add it to the textbook and annotate it with comments.

As described in the paragraph above having the heading “Index,” acomplete listing of available nodes and connections may be provided in asearchable and navigable index. The student may add comments to theindex, and, in an embodiment, the index can include all of the student'scomments and other comments in its lists.

As described in the paragraphs above having the headings “SharingComments to Inform Choice,” “Sharing Comments for the Sake of ClassroomCommunication,” and “Comment Walls,” the comment system can structureinformation in ways that can help a group of students and their teacher,whether together in a classroom or interacting on the web, tocommunicate effectively with one another and improve communication. Thesame structure can also serve to share information with the author. Asdescribed in the paragraph above having the heading “Templates forComments” and the paragraphs having the heading “Reviewing Comments andPersonalized Access,” in some cases comments are collected usingstandardized data entry templates, so as to provide useful systematicfeedback about improving the system and/or obtaining standardizedratings and suggestions from students interested in opening upopportunities for innovation.

As described in the paragraph above having the heading “Privacy,” theuser's traversal and/or comment records may be recorded as a separableoverlay, stored securely, and shared in whole or in part, selectively orinclusively, with other students, teachers and mentors.

Extensions in the Textbook. As described in the paragraph above havingthe heading “Knowledge Garden,” the textbook can be designed withprimary paths that the user must traverse, which are enriched by anarray of relevant topics that are offered optionally to the user atappropriate points along the way. For example, if there were 200 topicnodes along a primary path, there might be 500 supplementary optionalnodes in the textbook. In some instances, options pursued by the user(e.g., reader, student, teacher, etc.) may lead to further options.These optional nodes may function like an “option tree,” in the sensethat they diverge from mandatory paths and are offered selectively atrelevant points. Once visited by the user, an option may no longer bepresented at subsequent stages of the traversal. The present descriptionfocuses on mandatory primary paths, but also briefly discusses themanner in which optional nodes are implemented.

As described in the paragraph above having the heading “ArrangingTie-Ins for Supplementary Material,” tie-in points can be locatedanywhere in the custom map to provide for privileged or authorized users(e.g., a school district, a school, or an individual teacher, etc.) toinsert additional material. As described in the paragraph above havingthe heading “Advantages of Tie-in Points,” in an embodiment, seniorprivileged users such as a state board of education can extend theavailable tie-ins and give instructions concerning how local schooldistricts can tailor content. Similarly, school districts and schoolscan insert tie-in material and/or provide further tie-in points,eventually delegating responsibility down to the level of individualteachers to tailor optional content. As described in the paragraph abovehaving the heading “Paths, Comments and Additions,” privileged users(e.g., state, county or local school board, school district, school, orinstructor, etc.) may add comments via the content system and also addadditional content that is directly included in the custom map.

The custom map may be extended at the level of nodes and connectors bytie-in material added to the textbook in the form of a nimbus ofoptional material of relevance to the student that is displayedoptionally or by default in the customized custom map, and/or bymaterial in the comment system which may be displayed along with thecustom map as an overlay, and/or as additional nodes, and/or as adistinct layer of content attached to the nodes and connectors of thecustom map and accessed via the corresponding individual node orconnector.

Student Records and Devices. Records of time periods in which users areactive in the system may be collected and stored for all participants,including students, instructors, mentors, administrators and the like.For a student enrolled in a course, records may be kept both on thestudent's device and on an administrative server. When the student is ina class, participation may be recorded redundantly on both aninstructor's and student's devices. Students may share a device, as forexample when a student's device is not available or dysfunctional, and astudent may make use of a mentor's device. Participation records on thevarious devices (e.g., student's device, instructor's device,administrative device, etc.) may be reconciled and kept up to date.Along with the student's traversal history, the system may provide acomplete participation history within the scope of the system. This maycover numerous courses over multiple years of study. There may bemultiple years of study of a single topic, such as Math or English. Oneaspect of participation is class attendance. This may be physicalpresence in a classroom, remote participation in a classroom offering,participation in a web course, or participation in a learningcollaboration of some other sort that is tracked or otherwise monitoredby the system.

Administrative Course and Student Records. Administrative records for acourse may be maintained by the school administration and/or instructor.Records for the course may include the course schedule, the instructoror instructors present, and any disruptions to the regular schedule. Inan embodiment, some of the digital administrative records concerning thestudent may be reliably based upon information from the electronictextbook implementation system, such as digital records of studentparticipation and performance.

Delivering a Curriculum

Provided herein are systems and methods for delivering a curriculum. Oneimportant feature of curriculum access is to extend accessibility toprior and subsequent courses. For example, as one year's course isdrawing to a close, it may be helpful to preview the following year. Andwhen a course is beginning, it can be very helpful to review prioryears' material at the beginning of the school year. Extending theinterface also provides an important resource for students to accessremedial material from prior courses. The interface also offers anadvanced or precocious student the opportunity to look ahead tosubsequent years. In principle, an advanced student may complete two ormore years of study in a single year.

Electronic Textbook Traversal History. In courses where the electronictextbook system is offered, an electronic textbook traversal historythat resides in the traversal database 1860 may be the coreparticipation recording. Beyond recording participation, at minimum, thesystem may record topics covered, stages of successful completion, anddetailed performance evaluations. The system may also recordinterpersonal interactions and joint projects. The history for anystudent is focused on individual courses, but it also serves the keyroles of tracing the student's traversal over successive courses in thesame topic and other related topics, and juxtaposing traversal historyin courses occurring simultaneously. These functions support contentdelivery by recording the entirety of the student's educationaltraversals. The necessary textbook elements can be stored independently,and subsequently supported even if the original electronic textbook hasbeen supplanted by a later edition.

Automated Reviews. A review can be conducted for a classroom group or aweb class as a whole to refresh memories in class after a break in anacademic calendar. The review after a summer break may generally applyto the previous grade. The same approach can be used before a holidaybreak to briefly present upcoming material and then again after thebreak to review prior material. A presentation to conclude the schoolyear may anticipate the next grade. An automated review may be scheduledby monitoring the class records at the administrative level. Thisapproach can also be applied after a class disruption of any kind. Forexample, in an embodiment, if the school were closed because of adisruptive event, the review may occur on a subsequent day at school, oralternatively the class may potentially take place on the web at thetime originally scheduled. The presentation of the review may be areplay of traversals of the electronic textbook materials in previoussessions that is displayed on student devices. The replay depends ondetailed records of the instructor's traversals through the textbookduring class sessions.

Closely related features of the system, described below in the sectionhaving the heading “Review and Remedial Presentations” may permitstudents to make up at home classes that have been missed. A review canhappen for an individual student on the student's personal device athome, for example when the student has missed material due to absenceand may need to both catch up with the class and recall material coveredbefore the absence began. This automated review is scheduled based onthe individual student's attendance and performance records, and relieson records maintained at the administrative level on the administrativeserver of traversals that took place during the relevant class sessionsas well as various questions presented during class sessions or assignedas homework. Performance on test questions in the electronic textbook isordinarily graded within a short time, so if information flows promptlyfrom individual student devices to the administrative server,information about class performance in a homework assignment or a quickproblem session in class may be available instantaneously or nearlyinstantaneously. If a widespread misunderstanding is present in a class,an automated remedial demonstration can be offered in class the same dayor the next day.

Automated Remedial Presentations. As explained in the section belowhaving the heading “Automatic Review and Remedial System,” theelectronic textbook may be equipped with models of the dependencies ofsuccess in any particular question on various aspects of effectiveunderstanding and the relationships between defects in understanding andparticular classes of errors. The electronic textbook may also beequipped with a remedial path system for taking a student back throughmaterial visited earlier and offering key questions that may clarify thestudent's understanding, before then returning the student to thecurrent page.

An accommodative review can focus on points of confusion within theclass that may have shown up as poor performance on a particular topicor theme of questioning. As described below, the electronic textbook mayoffer mandatory “problem pages” and recommended or optional “test yourskills” pages, and other formal examinations that may be associated withthe course. These tests may be completed during class or assigned ashomework, and students may choose to visit a “test your skills” page totest and refine their understanding. Each student's visit to one ofthese pages as well as the student's performance there may be recordedin the student's traversal history in the traversal database 1860 aswell as at the administrative level.

Mutually Dependent Content for Simultaneous Courses. Material can bedynamically coordinated across individual courses on different subjects,for example, to allow material from the second course to be madeavailable as a resource to students in the first course. This may beparticularly beneficial where material from one course is relevant forlearning the material from another course. For example, in the earlygrades of math and English instruction, it is helpful to reach outwithin one course for relevant content in the other class such as aclarifying illustration or a definition. In higher grades, there arenumerous important connections between math and the sciences that can betreated in similar ways. In some cases, significant parallels betweenmath and language can be illustrated, such as analogies between therules of grammar and mathematics.

Remedial support may trace performance flaws back to likely causesacross multiple distinct subjects. That is, although courses may coverdistinct subjects, dependencies in each course may extend to anothercourse. At a basic level in early grades, the learning of language andarithmetic and logic are spread throughout the curriculum. At moreadvanced levels, for example, a course on thermodynamics may require anunderstanding of partial derivatives from a math course and anappreciation of an advanced math course like differential equations maybe supported by incorporating context from related physics classes.Similarly, a math problem may depend on a term or phrase (e.g.,“coincident”) explained in an English course, and a word problem in mathmay be incomprehensible to a person with limited reading skills.Conversely, understanding a passage in an English question may depend ona basic logical principle taught in math, such as ordered sequence, andan important property of arithmetic, such as commutativity or itsabsence, may help to understand sentence composition in English. To befully effective, automated review and remediation may extend acrossmaterial in separate courses in order to integrate material within them.Similarly, if material presented in one course depends on terms orconcepts in a second course, usage in the first course can beanticipated by presenting the material in advance in the second course,or alternatively, usage in the first course may be supported by offeringthe necessary material from the second course as an available optiontriggered by student questions or mistakes in problem pages or test yourskills pages. Under either approach, material from the second course maybe made available as a resource to students in the first course.

In an embodiment, substantial shortfalls in reading abilities amongstudents in a math course might be gradually remediated by embeddingremedial modules in reading skills in the math curriculum.

Activities on Textbook Pages. As explained in the paragraph above havingthe heading “Recording User Choices, Comments and Interactions,” astudent at a particular page (or node) may interact with the interfaceon a particular page to answer a test question. The student's answer isrecorded and the student's performance is calculated. The student mayalso enter a comment about the page. In both cases, the student'sinteractions with that page are recorded as part of the user's path. Theinformation that has been recorded is made available to privilegedusers, and the scope of access may be configured by the author, by otherprivileged users like the teacher or caretaker or mentor, or by thestudent.

Another important capability of the interfaces and supporting systems isdiscretionary navigation, which can happen at any page. Interactionsbetween the student and the system are recorded on both sides (e.g.,from the system to the user and from the user to the system), includingrecommendations from the system and decisions by the student. Asexplained in the paragraph having the heading “Index,” at any point acomplete list of available nodes and connections is provided, that canoptionally be filtered by any applicable attributes. The student may beoffered recommendations concerning paths, nodes or connections to visit,based on the student's experiences so far. The student is offered testyour skills questions that yield recommendations about learningpriorities and alternate paths. In general, these options can guide thestudent to relevant pages that may be off the usual path. As describedin the paragraph having the heading “Navigation Information,” the systemalso offers a search capability to locate any desired content in theelectronic textbook. When the student finds the desired page, thestudent may either jump to that page or select a route to that page fromamong possible routes recommended by the system. The system offers anautomatic facility for optional return to the jumping off point.Alternatively, this range of capabilities may be blocked by a privilegeduser as needed, to avoid the student getting confused or distracted.Blocking this capability allows the privileged user to crisply andunambiguously design the student's path, so as not to cause confusion ordistract the student from the primary path.

As explained in the paragraph above having the heading “NavigationStyles for Choice and for Progression,” the student may have arrived atthe present page via overlay layer navigation or via content layernavigation, and the student may have the option at this page to switchfrom one layer to another. The student may also use the view ahead orthe path taken view to show other pages that are available and topotentially navigate to them.

Generally, navigation through the content layer of the textbook offers alimited range of recommended opportunities and carries the studentforward on a recommended path.

Navigation through the overlay layer allows the student to access anynode that is accessible by selecting that node to expand thecorresponding page. Navigating via the Index or global view or viasearch offers wider scope to the student.

During excursions beyond the range of recommendations it may sometimesbe helpful to carefully track and record the student's traversal whilelimiting the student's scope of action.

Remote Participation in Collaboration, Homework, and Examinations

Remote Participation in Classes and Tests. Features of the system allowstudents to participate remotely in a class held in a classroom as onemode of attendance. Obstacles to remote participation include inferiorresources and indirect contact for the remote student as well aspotential communication difficulties between the student and theclassroom. Additional potential obstacles arising from administering atest to an in-person class along with an unsupervised or remote studentinclude the possibilities for the remote student to receive help fromsomeone else or even be impersonated by a stand-in, exchange informationand tips with other students, divert information taken from theexamination questions for illicit uses, plagiarize other students'materials and the like. As described in the following sections, thesesystems and interfaces disclosed herein may be strong enough to overcomesome or all of these challenges, and in some embodiments permit remoteparticipation in remedial presentations, problem pages, test your skillspages, and even exams.

The instructor may give verbal guidance in the classroom during theexamination, and may respond verbally to questions asked verbally beforeand during the exam. The remote student may hear the verbal guidance viaspeakers (or receive them as text) on the student's device. The studentmay also ask questions remotely during the exam. The student may askthese questions verbally or by entering them as text. In some instancesor embodiments, to minimize disturbance to students in the classroom,the student's questions may be transcribed and transmitted to theinstructor as text. Transcribed verbal communications may be transcribedfor visual receipt, and text communications may be vocalized. Theinstructor may respond to these questions either in text mode or withverbal guidance that may also be heard by students in the classroom.

Features of the system may help to prevent cheating or other misbehaviorby the student or anyone else helping the student while the student istaking the exam remotely. One such feature comprises the monitoring ofuser inputs combined with recognizing and validation of the user'sidentity through various biometric and other verification methods. In anembodiment, the system can be strengthened by a camera mounted on thestudent's device and facing the student, which can further monitor thestudent's activities. Another feature can comprise the flexiblerendering of examination questions, so that the version of a question towhich the student is responding may differ from those versions currentlybeing seen by other students, and/or differ from questions seen inprevious or subsequent years.

Flexible Page Rendering. Flexible Page Rendering provides for problempages, test your skills pages, and examination pages to be presented inflexible format, such that the particular question along with applicableperformance standards is selected from a “family” of possibilitiesprovided for that page. The characteristics of the various versions ofthe family can be parameterized so that a particular “page” can be usedseveral times or even many times and bring up a different version of theproblem or question with a different correct answer each time that adifferent set of parameters is used. The “page” can become a “metapage,”which comprises the set of various members of a family, which are alikein evoking the same knowledge and testing the same abilities but differin detail and consequently have differing answers. Each instance of thefamily is characterized by one or more parameters that uniquelydetermine that version of the page and the corresponding answer. Thisflexibility can be controlled and demonstrated in numerous ways, asillustrated by the following examples:

In some instances, the textbook may bring up an instance of the page atrandom, by randomly selecting from the family of available parametervalues. In some instances, the textbook may search the knowledge basethat describes a family for an instance of the page with attributes thatreflect a student's personalized learning style and capabilities. Sincequestions may vary in difficulty dependent on the student'scapabilities, performance standards and credits adjust in accordancewith the selection. In some instances, a teacher who is simultaneouslyguiding multiple students through a problem page in a classroom settingor a web-class, can activate a control that causes the teacher's chosenvalue of the parameters to be used for the presentations on allstudents' devices, so that all displays match the teacher's and eachstudent can follow along. In some instances, when the teacher isassigning a problem page as homework, the parameter setting may berandomized, so that each student sees a different version of theproblem. This puts each student in a unique situation and inhibitscribbing or other forms of illicit information sharing. The applicableparameters are securely recorded in a hidden database within the systemthat is accessible as appropriate with permission when necessary, sothat a teacher or mentor wanting to help the student can see the sameversion as the student remotely, and the student will see the sameversion when later revisiting the page. The student, teacher, andoptional mentor each use their privileges with respect to the student'saccount to access the problem with the student's parameter values. Insome instances, a student can request multiple instances of the samepage, each time bringing up a new randomized version in order topractice addressing the problem in different situations. In someinstances, students with collaboration privileges may arrange to bringup the same version of the problem on their separate devices whenpresent together in a classroom, working remotely at home or cooperatingremotely.

In all these aforementioned cases, the parameters of the instancereceived by each student may be saved invisibly so that when the page isrevisited later on in the path-taken view the same parameters areapplied so as to reproduce the instance seen before. This samecoordination strategy can, in some embodiments, also serve to presentsupplementary materials for side-by-side use by students studyingtogether, as for example showing two languages side-by-side in languagestudies. In this quite different application, the underlying commontheme is coordinating parameterized displays.

Parallel Optional Voice and Text Communication. In addition to thestandard modes of conveying spoken communications and textualcommunications, the electronic textbook may offer communication channelsthat receive communications from a user either in the form of speech orinputted text, and deliver communications to another user according tothe user's preference as either text or vocalized speech. Some of thebenefits include serving handicapped students who may have eitherlimited vision or hearing difficulties, serving young students who havenot yet learned to read and students who are illiterate, andaccommodating a student's device which may not have a microphone or mayhave a small keypad that is not well suited for typing. Depending on thecircumstances and the limitations, students may send communicationseither verbally or in text, and receive communications displayed as textor broadcast as audio or both simultaneously. Simultaneous audio andvisible display may be very helpful for some students, such as those whoare improving their reading skills or taking foreign language classes.Independently of this choice, students can offer input either by voiceor by inputting text, and both voice and text channels can beautomatically responded to by the app on the student's device.

In an example, the student can make inputs by text or voice. Voiceinputs are transliterated in an input field for the student to see andpotentially edit. Voice inputs are recorded by default and may beoptionally turned off. The student can therefore interact with thetextbook by voice or keyboard input. The student may receive verbalinstructions, content and comments from the textbook in the form of textor alternatively voice or alternatively receive the same information inboth formats simultaneously—this is the student's option. In a classroomsetting, students who elect to work with voice communications can useaudio headsets. Transcription of dictations can also assist students inpreparing written materials and submitting comments. The systemcomponents necessary to provide these capabilities are generallyavailable and steadily improving. Transcription of voice entailssubstantial calculations, is imperfectly reliable and consequentlybenefits from the higher fidelity obtained from direct feed from amicrophone, and improves with continuing exposure to the speaker'svoice.

Provision for Simultaneous Speech. Speech inputs may be locally recordedand transcribed on the student's own device. Local recording andtranscription of speech inputs is important for several reasons. Forexample, the local recording may be more accurate than a recording atthe other end of a network connection because of quality loss duringtransmission. Furthermore, recorded speech may generate large data filesthat can consume network resources. The quality of speech transcriptionfor any given speaker improves as the transcription system accumulates ahistory of the user's speech, and there are multiple advantages instoring that historical record on the user's device. Another importantbenefit is the ability for the system to collect and discern differentusers speaking simultaneously, for example when two speakerscommunicating remotely with one another at opposite ends of the webconnection speak at the same time. The user's device can locallydistinguish between the user's speech and the voice of another speakercoming in over the network. Therefore, when two users operating separatedevices are speaking simultaneously, the information can be effectivelycaptured and processed on their separate devices, whereas some of itwould be garbled or lost if it were being captured by one centralizedsystem operating on a server.

In one such example of simultaneous speech, communication is initiatedand synchronized to allow for the capture and correct attribution ofspeech content. For example, the teacher of a class is contacting thestudent or a joint session is being initiated with a fellow student, orwith a mentor. System calculation hubs at the multiple devices arejointly coupled over the network. Time clocks for the communicationsession are synchronized. Importantly, the system on each device cankeep track of text input and voice streams, log their timing, and blockany interference from communication streams elsewhere. This allowscommunications that may sometimes be overlapping in time to be organizedsequentially afterwards. The student may sometimes speak when the otherperson is speaking and/or sometimes voice a thought while entering atext communication but the system and interfaces may be configured suchthat no garbling of content results, thus allowing the information to besuccessfully conveyed. Usually, the information is not sent over thenetwork in both formats. Preferably, transcription is done at the source(because the speaker's local device should house the most effectivedictation database), and voicing of text is done at the device where theuser is listening (so as to use a voice preferred by the user). If thestudent interacts using both formats simultaneously, for example by bothinputting text and speaking, then there are three possibilities: speechis ignored, text input is one stream and voice input is another stream,or speech and input text are interwoven into a single stream. The systemand interfaces can be configured such that the default setting isconfigured with two separate streams—one for verbal input and one fortext input.

Monitoring User Inputs & Recognizing the User. One or more applicationson the user's device may monitor and recognize keyboard cadence patternsor touch patterns, facial expression patterns, and the like. The userdevice can also monitor the object of visual focus. The system can alsoexercise vigilance in regard to inputs provided by the student, andrecognize cut and paste inputs in contrast to keyboarded inputs to helpin detecting items copied from other sources. The procedure also usesvoice recognition techniques to monitor and recognize the speaker, andmay also match activity profiles with expected modes of participation.During collaborative sessions in which multiple people are contributing,this system can help with the attribution of individual contributions tocollaborative materials. This aspect of the system can monitor anindividual's participation, minimize or detect cheating, and facilitateand help to give proper credit for cooperative contributions. The systemmay continuously affirm the identity of a participant who is inputtingmaterial or communicating by voice or text. As mentioned as part of thevoice interpretation capacities described in the paragraphs having theheader “Parallel Optional Voice and Text Communication,” the system candetermine whether someone is speaking and if so recognize the student'svoice or alternatively the voice of some other person or the sounds ofmore than one person's voice. The system can also evaluate the tone ofvoice of the speaker, and in an embodiment assess the probability thatthe communicator may not be speaking sincerely.

In one example the system may be turned on and accessed through astudent's device. The student may be at home, either remotely attendinga class, or taking a web course or home schooling. The student's deviceis learning to recognize its owner. The system is monitoring thestudent's inputs via keyboard and/or touch screen and also (by defaultwhich can be turned off) voice. The system may optionally and dependenton the capabilities of the user's device be receiving images of thestudent through a camera to support the recognition process. The systemrecognizes the student. While a student is inputting text by using akeyboard or touch device, the system uses a recognition elementcomprised of hardware, firmware and/or supplementary software to monitorthe information flow from the contact of the user's hands with thekeyboard or touch facility in order to register and detect features ofthe physical contacts with the keyboard or touchpad such as patterns incadence, pressure, and duration that may occur and that may vary acrossdifferent areas of the keyboard or screen. Based on this information thesystem determines a typical range of physical input patterns thatcharacterize the student. Thereafter the system confirms the identity ofthe student by matching current input patterns to the typical range ofpatterns. If a gross discrepancy occurs, the system may issue an alertsignal, record an exception, or alternatively recognize another person'sinput patterns.

In another example, the system receives a contact request from a remotelocation, for example a classroom instructor or web course or mentor.While the system is on, the system recognizes the student, oralternatively recognizes another known person like a caregiver ormentor. If the person cannot be recognized, the system takes protectiveaction such as freezing or ignoring inputs and controls or shuttingdown. While the system is running, the student's participation ismeasured by signs that the student is operating the system and inputtingcontent or interacting with content (e.g., that the student is reading,as determined by eye focus, or thinking as inferred from pauses betweennoticeable actions). The active time period goes into the student'srecord of participation. If at any time the student steps away from thedevice and, for example, another family member or friend comes up andstarts playing with it, the other person's inputs will be rejected andnot allowed to control the system.

In some instances, the system may be configured to register copying andpasting of blocks of material as contrasted to inputting one characterat a time, and can flag the input in the case of pasting as beingsuspect and warranting investigation. In some instances when a camera ispresent on the device, the system can also use images from a camerafacing the user to recognize the user and confirm the user's identity.In some embodiments, in special circumstances the system can also checkthe content of answers for signs of plagiarism, copying or cribbing.

Beneficially, the system can help to detect impersonation, plagiarism orillicit cooperation, and it can also help to monitor participation andconfirm attribution of contributions during collaborative undertakings.When operating on the student's device this feature of the system canalso help to preserve the student's participation history if anotherperson tries to operate the system, for example if the device is lost orstolen while the system is operating, or if a friend or another memberof the family might pick up the device and begin to play with it, or ifsomeone finds the student's password, or if a hacker somehow breaks intothe system. If any such circumstances arise, the system can perform thesteps of recognizing that the user is not the student, interrupting theimpostor user's activities, demanding credentials, and eventuallyclosing the app.

Collaboration & Cooperation System. The electronic textbook system canconduct inter-student activities and accommodate remote collaborationand cooperation among students. The system can assimilate simultaneouscontributions to the same project from multiple devices. While acollaborative session is underway, the system can properly attributecontributions from various participants in order to monitor cooperationand deter cheating using the methods described in the paragraphs havingthe heading “Monitoring User Inputs & Recognizing the User.” The systemcan assimilate collaborative efforts on a shared project, which may bedecomposed into segments to minimize confusion due to collisions. It canbe applied within the classroom, among remote collaborators or with amix of students working in-person and/or remotely. For remote studentsand in other unsupervised situations, the system relies on themonitoring and recognition methods described earlier. The collaborationsystem can also be used to operate a web class or to include remotestudents in a classroom. The system can also serve for tracking andcross-referencing local and remote inputs of any kinds from multiplesources. For example, it can be used for students to enter comments intothe common version of the electronic textbook for sharing with otherstudents.

Remote Mentor Support. The Collaboration & Cooperation System can alsofacilitate a special form of remote support for the student. Forexample, this may be used when a parent or other mentor is away from thelocation of the student and calls to speak with the student. The remotementor has registered for a mentor's access to the student account. Thementor's view of the student's course can be entrained to the student'sso that the mentor sees exactly what the student is doing. Mentor andstudent can talk over any difficulties that the student is encountering.For the benefit of the student, the mentor can enter a comment on anypage or connector with advice about an issue or answer. These samecapabilities can allow the student and mentor to sit side-by-side andsee the application presented on both their devices.

Personalized Customization. In all the aspects described thus far, thesystem must maintain the integrity of the educational process, protectthe privacy and identities of the students and others involved in theprocess, and keep the personal data of students secure and strictlyconfidential.

Choice and Innovation. As described in the paragraphs above having theheadings “Informed Choice” and “Learning about Knowledge,” the term“informed choice” as used herein generally refers to techniques employedin the system to offer the student a wide variety of choices of ways tonavigate through the material and to give the student the informationnecessary to make wise choices. The system also helps students to learnmore about their own state of knowledge and clarify their thoughts. Asdescribed in the paragraphs having the heading “Information andPerspectives,” the electronic textbook interface offers many types ofinformation, such as: relative contextual information about content(e.g., orientation of content relative to the path traced up to thispoint, currently available choices, and insight into where those choiceswill lead), comprehensive overview and search of material,recommendations optionally supported by comments from other students,test your skills questions that yield recommendations on what may beimportant to learn, and alternate paths provided by author, mentors orfriends. Beneficially, the student is encouraged to make choices amongdifferent branches on the textbook's learning path and to developperspective on possibilities and opportunities. One of the goals of thisstyle of instruction is to empower the student to play an increasinglyactive role in the learning process and encourage the student toexperiment with innovations.

In addition, the student's comments mapped to the textbook may besecurely and confidentially accumulated and saved along with the mappingto textbook nodes and connectors. in each case there is a Compact andSufficient Secure Encoding (CSSE) method for parameterizing theinformation so that it can be utilized securely during the operation ofthe system without endangering privacy.

Innovative Leaps. As described in the paragraph above having the heading“Adaptive Emphasis of Logical Connections,” the author may identifymeaningful connections between pages that are not otherwise directlyconnected. Alternatively, students may record such meaningfulconnections in their personal comments on the book and enter them onspecialized connectors arranged for this purpose, and when a high enoughpercentage of students have affirmed a connection it may be added to thelist of meaningful associations. For example, a meaningful connectionmay reflect an analogy, a causal link, a logical connection, a commonsource or consequence, a common structure, joint relevance in implying asignificant conclusion, and so on. When an innovative leap has beenrequested by an interested student, connections of this kind that leadfrom the student's current location or a nearby location may offerattractive possibilities.

Perspectives. As described in the paragraphs having the header“Perspectives,” an embodiment of the electronic textbook offersperspectives that are representations of portions of the electronictextbook that allow the user to explore outside the restrictions imposedby the author's own structure.

Informed-Choice Paths and Knowledge Garden. As described in theparagraphs having the heading “Informed-Choice Paths and KnowledgeGarden,” informed-choice paths can be crafted to provide students withmeaningful choices and the necessary information to choose effectively,and the knowledge garden offers students perspectives on their chosenpath while also helping them to appreciate aspects of knowledgepresented on other paths and related features.

Adapting the Learning Configuration to Performance and Preference. Thestudent's history of participation in course textbooks offered by thesystem is recorded and saved. In order to support the customization ofthe student's experience and for other operational reasons someembodiments can be configured such that personal information about thestudent is securely and confidentially accumulated and summarized in thefollowing areas:

Learning Capabilities—Learning capabilities are defined in terms of thepace at which new information can be assimilated, new understanding canbe structured for application and new skills can be mastered, and theease with which a misunderstanding can be corrected. Learningcapabilities are indicated by the level at which the student'sprogression occurs, the student's ability to raise this level, and thestudent's ability to solidify and enrich the learning process byapplying new knowledge and sharing it with others. Learning capabilitiesare also clearly seen during remedial instruction, for example asillustrated in the Question Cascade in FIG. 21 below.Performance Capabilities—As described in the section below having theheading “Calculating Performance,” the electronic textbook offersnumerous ways to quantify performance in standardized ways. As describedin the section below having the heading “Capability Appraisals Derivedfrom Calculated Performance,” the electronic textbook may summarizethese performance measures in terms of capability factors or clusters;Learning Styles and Preferences—Learning styles and preferences aredefined in terms of the range of alternative learning tools andconfigurations offered by the electronic textbook, the student's mannerof employing and responding to these learning tools and configurations,and any measurable impacts upon subsequent performance of the student'suse of the learning tools and configurations. For example, as describedin the paragraphs having the headings “User Interactions” and“Interactive Support Functions,” the electronic textbook system mayoffer various interactive features, and as described in the sectionabove having the heading “Choice and Innovation,” the student may beoffered various types of choices, and learning styles and preferencesmay be observed in the student's selection and use of various featuresand types of choices. For example, aspects of style may range from basicchoices such as content-layer navigation versus overlay-layernavigation, to local styles such as completing each page before going onto the next versus going on to visit subsequent pages before returningto the current page to complete it. Also, as explained in the paragraphabove having the initial words “The student's general learningpreferences” and the three paragraphs that follow, the system can elicitthe student's preferences regarding the structure, content and format ofcontent presentation;Goals and Wrappers—As explained in the paragraphs above having theheading “Setting Goals and Monitoring Progress” and the paragraph abovehaving the heading “Wrappers”, the electronic textbook can encourage andassist the student to set forth substantive goals and monitor subsequentprogress;Linguistic and Logical Skills and Knowledge—Linguistic skills andknowledge relate to such factors as vocabulary, reading ability, fluencyof verbal and textual communication, understanding word problems, andmastery of one or more languages. Logical skills and knowledge relate tosuch factors as problem-solving ability, application of learning indiverse situations, readily structuring personal knowledge and extendingthe structure to admit new knowledge, and the ability to see one's ownmistakes and discover how to correct them;Speech and Composition: As explained in the section below having theheading “Parallel Optional Voice and Text Communication,” in anembodiment the electronic textbook provides communication routes to andfrom a student's device that convey voice and text in parallel, so thatone student can either vocalize or input text and in either case arecipient can hear the communication, see it on the screen, or bothsimultaneously. This embodiment depends on accurate transcription ofvoice inputs, and so intrinsically provides digital information on thestudent's verbal and textual composition skills;Device Engagement—As explained in the section having the heading“Monitoring User Inputs & Recognizing the User” an app running on theuser's device can record the student's patterns of input (e.g., byvoice, touch (e.g., touchscreen or keyboard), cut/paste, etc,) andrecognize the user by these patterns. Using these methods, theelectronic textbook may monitor the user's engagement through their owndevice or others' devices.

Capability Appraisals Derived from Calculated Performance. Evaluationsof the student's work during the course and grades on examinations giveinformation concerning the student's skills and knowledge. Skillsinclude the student's learning capabilities as well as abilities toapply the knowledge presented in the course. The student's knowledgeincludes the student's understanding and intellectual grasp of thetopics in the course and the materials presented in the course. Both canbe demonstrated by the student's performance on problem pages and testsof skills and knowledge as well as other associated projects andexaminations. The student has many opportunities to demonstrate learningcapabilities while proceeding through the course.

Rules for calculating performance for problem pages and test your skillspages may be provided along with these course elements in the textbook,and performance can be calculated as soon as an element is completed.There is an ongoing cycle of evaluating present performance, updatingcapabilities and anticipating future performance.

As described in the paragraph above having the heading “Analyzing andAdapting to Performance and Preference,” patterns identified by theelectronic textbook including performance patterns and content formatpatterns may be used by the system to provide further recommendations tothe student. Information collected anonymously from the studentpopulation can be analyzed to identify clusters of performancecapabilities, potentially related to preferences for various contentformats that suggest dimensions of capability relevant to a student'slearning styles.

Capabilities may be modeled and as performance is subsequentlycalculated the model may be routinely confirmed and adjusted, andrecalculated on the basis of the student's full history when appropriate(e.g. due to changing circumstances). There may be different models forlinguistic skills, logical skills, and expertise in the course topics.The criterion for model performance is the ability to explain andpredict the student's performance on subsequent problem pages and testsof skills and knowledge based upon the model implemented with currentlyestimated parameters.

Visibility, Accessibility and Permissions. In order to customize supportfor the student's learning process, the display of the custom map isreset in a stepwise fashion, depending on a number of different factors,and the extent of the display is referred to as “visibility.” The term“visibility” applies to the student's complete custom map as of thepresent time, which may be seen in its entirety in a global view;ordinarily, only a small local segment of the custom map is actuallyvisible on the screen of the user's device. Generally, one primaryfactor that underlies visibility is “accessibility,” the range of pagesthat are currently suitable for the student to visit. Another factor is“permissions,” which are required to visit sensitive data and apply toall viewers including students.

The visibility of relevant pages and other optional pages depends on thestudent's preferences and learning styles, as expressed or demonstratedin the user's studies to date, as well as on accessibility andpermissions, as determined by the student's present qualifications.Visibility is also influenced by the work that the student hassuccessfully completed and pending work not yet accomplished. Ininstances where options are available, elements of the option tree thathave been made available and that the student has not yet visited arevisible when appropriate.

The system plays two important roles with respect to customized displaysof the custom map. First, the system can evaluate the student's historyand personal information, and in accordance with this offer guidance ormake recommendations concerning the student's future progression throughthe textbook including revisiting material already covered. In regard tothe student's future progression, the system may select from amongvarious options including one or more trajectories that are expected tobe beneficial for the student going forward. Information from thestudent's full history in the system, as well as other relevantinformation from different sources, can be incorporated in this analysisand evaluation. The system can help the user to make informed choicesfrom among the trajectories selected, and also consider and potentiallyrecommend alternative trajectories suggested by the student or othermentors. These future trajectories are displayed in the view ahead,taking advantage of one or more customized displays extracted from thecustom map that may be displayed graphically in the view ahead or inother formats. Each customized display may render an underlyingvisibility filter that determines the nodes and connectors most suitablefor display.

Also, material already covered by the student comes into play when thestudent is reviewing material already covered or receiving remedialsupport, and/or when the student chooses to explore the path taken. Inthis case, the pages and problem pages that were completed are alwayspotentially visible, and all of these or a subset relevant to thepresent situation may be displayed. In some situations, pages related tothe path taken that were recommended and/or visited but were notcompleted may also be visible and highlighted. Pages in the range ofmaterial already covered may also be displayed when they are optionsthat have become relevant after the fact as a result of a factor thatemerged later.

Second, the system can provide the student many ways in which to expresspreferences, demonstrate capabilities, innovate, establish goals, andmake near-term and long-term choices. The open dimensions described inthe paragraphs having the heading “Adapting the Learning Configurationto Performance and Preference” offer the student the chance to take amore active role. Visibility is again an important factor. Visibilityforward depends on a trade-off between focus on the continuity ofongoing work and considering potential innovation. Depending on thestudent's present circumstances and the range of choices underconsideration, visibility may range from focused display of short-termrequirements to wide-ranging displays of opportunities for innovations,or alternatively, displays of available options.

For example, if a student is finding it difficult to complete therequired work in the time allotted, options that are peripheral to themain thrust of the course may not be displayed, but if a student hasbeen able to find time to visit options while also staying on schedule,then the entire option tree may be available and visible at the presentstage of the course.

Further, when a student is proceeding through a sequence of linkedpages, visibility may be limited to locally connected pages. When theuser has completed a sequence of pages and has reached a potentialjunction point, the time is right for portraying a range ofopportunities in in support of informed choice. When a student issettled on a path and is formulating goals then the entire path aheadmay be visible, and when the student's progress on previously set goalsis being reported then stages from both the path taken and the viewahead are displayed. When a student is open to trying out an innovationthen various possibilities may be highlighted within the setting of theentire custom map visible in the background.

View Ahead and Path Taken. As explained in the section having theheading “Knowledge is Information in Proper Context,” making an informedchoice depends on bringing to mind the context that is relevant to adecision. The View Ahead helps the student to bring to mindopportunities and related choices in the future, while the Path-TakenView reminds the student of past successes and possible omissions thusfar and displays these in a logical arrangement that suggests contextand easily expands to display further information.

Both path-taken view and view ahead can involve customized displaysselected from the custom map. An example of a path-taken view 2000 and aview ahead 2002 is provided in FIG. 20.

As described in the paragraph having the heading “View Ahead,” the ViewAhead window 2002 can show the user subsequent nodes that are visiblefrom the current node. The View Ahead can present the information invarious formats. The principal format is a customized directed graphderived from the custom map. As explained in the paragraph having theheading “Visibility,” the display can be customized to a student'spresent situation. As explained in the paragraphs having the heading“Limiting Visibility to Improve Focus,” the flexibility to limitvisibility can offer significant benefits.

As explained in the paragraph having the heading “Path-Taken View,” thepath-taken view 2000 can show the path the user has traversed thus farto arrive at the current node. The path-taken view can highlight thestatus of previously visited pages in various ways, so as to indicatethe ones that were completed, the ones that were attempted but notcompleted successfully, and the ones that were merely visited (oroptionally were offered but not chosen). By default, all pages (e.g.,problem pages, topic pages, etc.) can be visible, although the user canelect to show one category but not the other. In some instances, testyour skills pages and optional pages can also be displayed. In someinstances, highlighted connectors can indicate a path the studentactually traversed. Optionally, other paths such as a recommended pathmay also be shown.

Choices made by the student (e.g., if the student chose to visit basicmaterial for clarification, or if the student chose to visit advancedmaterial to go more deeply into a topic) may be diversions from aregular path and may be illustrated accordingly. As an illustrativeexample, suppose that the student has qualified to try out material atthe advanced level and potentially continue at that level. Thetransition from a general level path to an advanced level path can be asignificant event carefully managed by the system, and thus the systemand interfaces may be configured such that in the process of making thetransition the student may visit both general and advanced versions ofseveral pages by navigating the overlay layer on a custom map that hasbeen compiled, assembled, and rendered by the system specifically forthis purpose. The interface also offers navigation along a customizedpath of this kind in the content layer, which is arranged by assigningappropriate destinations to next buttons and other controls andoptionally offering vestibules between pages that explain the nature ofthe transition the student is making.

The path-taken view 2000 and view ahead 2002 can be shown separately.Alternatively, the two can be shown in a single diagram by partitioningthe diagram at the boundary 2005 between past and future (see FIG. 20).This arrangement clarifies situations in which a student has deviatedfrom a recommended path. Similarly, when a student has failed to followthe recommended route and instead followed an alternative route, thisarrangement makes it possible to display the discrepancy and highlightrecommended adjustments when necessary (as depicted in FIG. 20). Thisarrangement also helps when the student proceeds in an irregular way by,for example, sometimes jumping ahead to complete a block of pages andsometimes leaving behind a block of pages which must ultimately becompleted. In this case, blocks with varying status can be identified bybackground highlighting, differences in the coloration of the drawing,surrounding boundaries, or other visual indicators (static or dynamic).

Generally, the view ahead 2002 is an important aid for the student'sunderstanding of possibilities. To illustrate these aspects, supposethat the system determines that a student who is currently on thegeneral level may qualify for the advanced level, and that the studentmay benefit from transitioning to that higher level. The student maythen be invited to explore this possibility. If the student expressesthe wish to try the advanced level out the student is guided through aset of problem pages and test your skills pages related to advancedlevel topics covered earlier in the course while the student was at thegeneral level. If the student is not able to answer correctly at anypoint then the student is given a review process along with remedialsupport. After succeeding in this, the student is offered a view-aheaddisplay 2002 that allows the student to choose an optional trajectorythat will make a gradual transition to the advanced level

In an example, FIG. 20 shows a custom map display for a young studentwho is studying the electronic textbook in a classroom course with ateacher. The custom map is for the same student and the same electronictextbook illustrated in FIG. 19 above and FIG. 21 through FIG. 23 tofollow. This custom map is for a student that is at a proficiency levelhigher than the basic level and thus this content map displays only theuppermost parallel planes of FIG. 19 (e.g., 1903 and 1902) without thelower parallel plane, in this case the basic level (1901). As depicted,the custom map may include a “path taken” display 2000 and a “viewahead” display 2002 separated by a divider 2005 disposed at the currentlocation of the student, at general problem page 1926. The view shown inFIG. 20 will appear in the student's content viewer when the studentreaches general problem page 1926. The student has been proceedingsteadily on the general level path, completing topic pages (shown inthis example as medium size spheres) up to 1921 and correspondingproblem pages (shown in this example as small spheres) up to 1922successfully. Because of this consistent progress, after completing thegeneral level topic page 1923 (general level topics/problem pages areshown on the bottom layer in this example), the student received aninvitation from the system to try an advanced topic page 1933. Thestudent chose to accept this invitation (advanced level topic/problempages are shown on the top layer in this example and correspond to layer1903 in FIG. 19), and the student completed topic page 1933successfully. Then, following normal procedures for transitions betweenlevels, the textbook took the student back to the general level(corresponding layer 1902 in FIG. 19) to complete the general levelproblem page 1924. The student succeeded, and the textbook then invitedthe student to try out the advanced level problem page, 1934. Thestudent accepted; however this time the student was not able to completeproblem page 1934 successfully. This was the student's first failure ofthis severity in the course, so the student did not have much experienceof remediation, and the textbook system had little information about thestudent upon which a recommended method of remediation could be based.For these reasons, and because the failure occurred when moving up tothe advanced level, the student was invited to participate in a“question cascade” (QC) to test the student's skills and knowledgerelevant to problem page 1934 and clarify the student's understanding asnecessary. The student accepted this invitation, and succeeded with thequestion cascade (QC), as described with respect to FIG. 21 furtherbelow.

FIG. 20 provides overview insight into the traversal the student hasmade thus far and the paths that are presently available based on thestudent's current position in the textbook. This custom map view wasdisplayed after the student has completed the question cascade andsubsequent topic page 1925, and just after the student has begun problempage 1926, shown with a rectangular box in this example. After thestudent finishes this page, the next step will be gallery junction 1950.The textbook offers this gallery junction to all students, and among theoptions available there may be offered an excursion, an optionalexploratory path comprising two optional topic pages (1941, 1943) withcorresponding problem pages (1942, 1944). The excursion appears in thestudent's view ahead because the student has already earned the reward,but it may not be visible in the view ahead of a student who is laggingbehind, because visibility of these optional paths is dependent on thestudent's learning style regarding optional rewards (e.g, how thestudent is motivated, when rewards are helpful to the student's learningpace, etc.). A student who has been moving steadily and keeping up withthe pace of the class can choose this option as a reward. If a studenthas been proceeding less regularly and/or fallen behind, the excursionmay be offered on condition that the student first establish a goal toproceed more rapidly, and otherwise the student will lose the option andinstead use the time to catch up. The View Ahead also shows two otherchoices. One leads to the advanced level and topic page 1935, and theother leads to the general level and topic page 1927.

Calculating and Responding to Performance. Coursework can comprise workin class, homework, formal work in response to course content,unstructured projects, individual projects, team projects, privatepersonal efforts, interactive sessions, structured exercises, creativeventures, projects within the sphere of the electronic textbook, andstandalone assignments associated with other educational materials.Performance can be demonstrated in any of these ways. In some cases,performance is evaluated by an instructor or mentor. In some cases,performance is evaluated exclusively by the electronic textbook, and insome cases evaluations may be made jointly within the scope of system byevaluating tangible performance while also taking into account opinionsand suggestions from other people involved.

When performance is measured by an answer or set of answers, nominalperformance standards are provided in conjunction with the problems,tests of skills and knowledge, or examination. Nominal performancestandards are securely stored and confidential within the system. Thesystem calculates nominal performance promptly as answers are submittedby the student. In some cases, the system may respond with one or moreadditional test of skills questions that may be administereddynamically, based on the student's calculated performance on earlierquestions, and the next steps in the student's path may depend uponperformance with these questions. This responsive approach requiresprompt calculation of nominal performance each time an answer issubmitted so as to determine the status of the student's entries andstep forward to the next question.

On the other hand, when the material submitted by the student isevaluated on a qualitative scale that reflects human judgment, asystematic procedure for qualitative evaluation may involve input fromthe teacher and grading may be somewhat delayed. The system canaccommodate this by deferring response until the evaluation is complete.

The electronic textbook for the course may comprise multiple levels ofinstruction, such as basic, general and advanced. In an embodiment,successful completion of the course may be determined by performance onexaminations and successful completion of all pages at some establishedlevel or levels. Successful completion may also be characterized by thelevel at which the pages are satisfied. Successful completion and thegrade awarded on completion may also be influenced by performance onother mandatory problem pages that are related to content pages, and/oroptional or recommended test your skills pages that may also play a rolein completion.

Tests of Skills and Knowledge. The electronic textbook may offermandatory “problem pages” and recommended or optional “Tests of Skillsand Knowledge” pages. As defined here, “skills” may refer to learningskill and skill in applications, and “knowledge” may refer tointellectual comprehension of the material and its applications. Thebroad category will be referred to as “Test your Skills” pages. Thesepages may be completed during class or assigned as homework, andstudents may choose the test your skills pages to check or refine theirunderstanding. Each visit as well as the student's performance on eachvisit to test your skills pages is recorded in the student's traversalhistory. There may be no performance debit for getting the wrong answeron a test your skills page, and there is ordinarily a performance creditfor answering correctly.

Unlike problem pages, which are essential elements of the textbook thatplay predetermined roles in the learning process, test your skills pagesare optional exercises that are offered to the student in specificinstances, for example, when reviewing material, receiving remedialinstruction after having performed poorly on a problem page, consideringwhether to go forward to the next section of material, choosing toexplore an optional path, choosing to make a leap into a different areaof the material, or making an innovative connection and wishing toinvestigate it.

In an embodiment, mandatory problem pages are included in the custom mapand provided along with the textbook. Test your skills pages are alsoprovided along with the textbook, but the test your skills pages do notfall into the mandatory structure and may be drawn upon or composedalong with other aspects of the automatic review and remediation systemas the textbook is being used. Test your skills pages may be optionaland may be recommended by the textbook or accessed by the student invarious circumstances, so they are not shown on the custom map. Anoptional page that has been recommended by the textbook and/or completedby the student becomes relevant in the “path taken” graphic display ofthe student's traversal.

The electronic textbook system also provides supporting calculations forproblem pages, test your skills pages, and examination questions. Thesystem specifies nominal performance standards including correct answersand other criteria for awarding partial credit. Moreover, the system mayoffer analysis of likely causes of various kinds of wrong answers andmay provide information that associates these with potentially remedialinformation. Such diagnostic information may continue to be developedand progressively refined based upon information concerning students'traversals and performances using the textbook, and distributed in theform of updates to supporting information by the publisher or by otherproviders.

Question Cascades. In some embodiments, providing an answer in a problempage or test your skills page may initiate a “question cascade” (QC). Insome cases when the original answer is not correct, the textbook mayrespond with a prompt, for example: “There seems to be a problem here.Would you like to try again, or would you like to explore further?” Astudent who selects the option to try again repeats the page, possiblywith a different flexibly rendered version of the problem. A student whoselects the option to explore further may receive a QC, a sequence ofquestions that are determined step-by-step according to the correctnessor type of error of each successive answer. A QC is not triggered by afactual mistake, but rather by an answer flaw that relates to a logicalprocedure of some kind. A QC that follows an error offers the option ofquick “in-line” diagnostic remedial support that might otherwise beprovided by the Automatic Review and Remedial System. The operation ofthe QC depends upon prompt evaluation of each answer soon after it hasbeen submitted, in order to determine a response to the student andguide the student to the next question. The student may also receiveinformational pages along the way and may be given opportunities to askquestions to which the textbook may reply. A QC following an error cansometimes offer new information while also giving rapid remedialsupport.

Alternatively, when the answer is correct, the textbook may respond witha prompt, for example: “That's a good answer. Would you like to continuethrough the textbook, or would you like to try some other questions?” Astudent who selects the option to continue then continues their path. Astudent who elects the to try some other questions may get to see someinteresting or thought-provoking questions related to the initialquestion they answered, and those questions may be suggestive ofinnovations presented elsewhere in the textbook. In this way, thestudent may be guided to explore related material at an advanced levelor in a different mode of instruction.

FIG. 21 shows the graphical user interface (GUI) view of an example of aQuestion Cascade. In this example, the QC was recommended to the studentwhen the student did not successfully complete problem page 1934. TheGUI shows nine problem pages with accompanying topic pages. In the QC,question pages are shown similar to FIG. 19 and FIG. 20, as small iconsrelative to the larger topic page icons. Small spheres 2130, 2110, 1912,1914 are problem pages in the original textbook. Small square pyramids2132, 2120, 2122, 2124, 2134 are flexible renderings of problem pages inthe original textbook. Small triangular prisms 2122 and 2132 are test ofskills pages that are related to the corresponding topic page and mayalso address an error that the student has made on that page.Corresponding topic pages are shown as larger icons (e.g., 2109, 2119,2129, etc.). The topic pages are shown as larger than the problem pagesin FIG. 19, FIG. 20, and FIG. 21 for illustrative purposes; however, therelative size of the shape can be varied as appropriate (e.g., accordingto the user preferences, customized settings, system defaults, etc.) andcan vary from page to page or between pages (e.g. smaller topic pagesand larger problem pages on the QC display and larger topic pages andsmaller problem pages on the view ahead pages, etc.) Although shown hereas spheres, square pyramids and triangular prisms, the nodes (e.g. topicpages or problem pages) can be selected from a variety of differentshapes (e.g., cones, cubes, cylinders, tetrahedrons, hexagonal pyramids,cuboids, hexagonal prisms, torus, octahedrons, pentagonal pyramids,triangular prisms, pentagonal prisms, hemispheres, icosahedrons, squarepyramids, parallelepipeds, ellipsoids, dodecahedrons, etc.). The problempages can be flexible rendered with each flexible rendering shown as adifferent shape in the QC display. In the example shown here FIG. 21,the initial rendering of a problem page is displayed as a sphere, afirst flexible rendering of the initial problem page is shown as asquare pyramid and a second rendering is shown as a triangular prism.Many more flexible renderings may be possible and alternative shapes maybe used to depict any additional flexible renderings.

The problem page 1934 shown as a small sphere in FIG. 19 and FIG. 20 isshown as a small hollowed out sphere in the upper right of FIG. 21. Asillustrated in FIG. 20, the student did not successfully answer thequestion on problem page 1934 thus triggering a QC, the question cascadeshown here in FIG. 21. The question 1934 was of an advanced natureregarding topic 21, and is shown in the upper right of FIG. 21 as thehollowed-out circle labeled 1934 with the outer sphere representing thequestion, and the hollowing out center of the circle representing theinitiation point of the QC. In the example illustrated in FIG. 21, theQC includes a 3×3 array of nine question pages. The three rowscorrespond to different levels: advanced at the top, general in thecenter, and basic at the bottom. The three columns are the third columnwith the current problem page 1934 at the right, the second column withthe previous problem page 1932 now flexibly rendered twice (the firsttime because the user had already completed it in its original form, andthe second time due to an error the student will make in the QC) eachtime labeled as 2132 in the center, and the first column with theproblem page 2130 before that, which has not been previously visited bythe student because when studying topic 19 the student was still at thegeneral level, and consequently remains in its original form. Asdescribed in FIG. 20, the student moved up from the general level to anadvanced level problem, and has previously completed the general levelproblem pages successfully, and so the proximate problem-pageremediation sources in this example are the previous advanced levelproblem page 1931 and the basic level problem pages 1910, 1912, and1914, all of which the student has never visited and are thus depictedas spheres (as shown in the electronic textbook overview illustrated inFIG. 19). The array of nine questions is remedial in the sense that goalis to succeed with the question in the upper-right corner, which was notcompleted successfully, and all of the other eight questions are eitherto the left and hence earlier topics, or beneath and hence less advancedlevels, or both. The student begins the question cascade in the upperleft-hand corner with topic 19 problem page 2130 at the advanced level,and successfully completes problem page 2130. The student earns a firstsuccess, revealing a click enabled box with “1”. The click enabled boxis an icon for a vestibule that is attached to the connector 2102. Asexplained in the paragraph above having the heading “Vestibule,” avestibule may not appear as a node in a custom map, but instead appearas content attached to a connector, which describes what the studentwill learn at the node ahead. In this case the click-enabled box guidesthe student to proceed on connector 2102 to problem page 2132. Thestudent's goal is to reach and successfully complete question 2134 inthe upper-right corner, as indicated by the direct connector 2101. Allthat is required is to complete the intermediate flexibly renderedproblem page 2132. However, the student fails to complete thissuccessfully, and as a consequence is instead directed on connector 2103to node 2120, which is remedial in addressing an earlier topic at thegeneral level. The student successfully completed this before, so thepresent problem page is flexibly rendered, and the student successfullycompletes this rendering also. This success earns a second success andclick enabled box with “2”, which leads forward on connector 2104 toquestion 2122. The student completed this successfully before, but nowthe student fails to complete the flexibly rendered version and is againdirected remedially along the connector 2105 to question 2110. Thestudent completes this basic problem page, earns a third success (clickenabled box with “3”) and goes forward on the basic level connector 2106to problem page 1912, completes that successfully, earns a fourthsuccess (click enabled box with “4”) and goes forward on connector 2107to basic level problem page 1914. This problem page relates to topic 21,the same topic where the student initially failed with 2134, but thestudent succeeds and earns the fifth success.

The click enabled box with “5” directs the student in a remedialdirection to topic 20, while raising the student from the basic level tothe general level with question 2122. The student initially succeededhere and then failed with the first flexible rendering, but now thestudent succeeds with a test your skills question 2122 associated withthe topic and the error that the student made previously, and earns asixth success. The click enabled box with “6” leads the student up tothe advanced level of topic 20 on connector 2109. The student failedwith the flexibly rendered 2132 earlier, but again succeeds with a testyour skills question 2132 at the advanced level related to topic 20 andconcerned with the error that the student made here previously. Thestudent has earned a seventh success, and the click enabled box with ‘7’guides the student to the general level of topic 21, where the studentsucceeded before with 2124. The student again succeeds with flexiblyrendered 2124 and earns the eighth success.

The remedial aspect of the QC has succeeded, and the click enabled boxwith 8 guides the student on connector 2110 to the upper right cornerwhere the original failure with 1934 occurred. Now the student willattempt this again with a new flexible rendering 2134. The student againfails. After this second failure, the textbook recommends that thestudent continue with review and remediation, but instead, as shown inFIG. 20, the student takes a route that was not recommended and revertsto the general level and completes the next topic page 1925 and thengoes on to its problem page 1926. Again, the textbook recommends thatthe student pursue review and remediation, but the student instead goeson to the Gallery junction 1950.

The question cascade has been inserted as a segment in the custom mapthat demonstrates the student's capabilities and provides someindications of the student's responses to remedial material. Alternativesegments can pass through different forms of these problem pages, suchthat the content being tested may be similar but the format or method oftesting the content may be different. In some instances, the format ormethod of testing the content can be customized to the needs (e.g.,education requirements including learning challenges, visual/auditorypreferences, etc.) of the user following the path being traversedwherein the path may comprise one or more segments between problem pagesand/or topic pages. In some embodiments, the format or method of testingthe content can be varied to reduce or limit plagiarism or copying amongstudents. In further embodiments, the format or method of testing thecontent can reflect a combination of factors including the needs of thestudent being tested (e.g., the location of the student during the test,the personal education needs of the student, the learning style of thestudent, student's preference, etc.) and the needs of the class (e.g.,variation in test questions to prevent plagiarism, or in order tostimulate future discussion, or in order to establish a baselineperformance for the group on a particular subject matter, etc.)

Automatic Review and Remedial System. A student who has forgottensomething, fails to understand a question or topic, or has made amistake on a problem page or test your skills page, or has missed anexam question may be guided to multiple resources.

The textbook's design may reflect the principle that material should beintroduced to the student no later than when it is first used and shouldbe developed sequentially after it has been introduced, providingadequate exposition along the way to make the content clear. Problempages and test your skills pages may be provided liberally in order tohelp solidify learning as it develops. This approach to textbookpreparation gives rise to a logical structure that can be represented inthe form of content dependencies, which indicate whenever completeunderstanding of one topic depends on understanding another. Often suchdependencies are sequential: “b” depends on “a”, “c” depends on “b” andso on. Sometimes two or more units of knowledge are mutually supportive,and in this case the dependencies are reciprocal. The student's pathforward through the textbook can be eased by taking such dependenciesinto account in the recommended paths through the material. Topics canbe introduced before they are used, and once put into use, built upon bybringing in new topics that depend upon them.

When a student has difficulty with any topic, several avenues of supportare available: First, the reverse of this forward procedure may beapplied, taking the student progressively back along the dependencypaths to review those pages on which the topic depends. In this case,the logical structure of dependencies that serves to determine forwardsequencing also serves to trace back the causes of misunderstandings andmistakes. The system has recorded the path that the student has taken upto the present point and can present that graphically as the path taken,for example by highlighting it in the context of the broader range ofavailable content from which it was selected. The system can help thestudent to retrace that path and/or revisit a specific page or pages onwhich the current page depends. The system may also use specialtransition pages (similar to vestibules) designed for this retracingprocess that are not otherwise apparent in the system.

If the student missed or did not complete a page that is a key resourcefor the current topic, that page immediately rises to the top of thelist of review priorities. The selection of material for review isinformed by the student's past performance on test your skills pages.The manner of presentation may be customized for the student, based onthe student's preferences and personal learning styles.

When the student is reviewing the path taken or revisiting pages on thepath, the system can rely on the mapping of requirements anddependencies to select pages for emphasis and highlight elements of thepages that are particularly relevant. A review may trace backwards fromthe present, or alternatively begin from an earlier position and proceedforward to the present or alternatively follow a content-relatedsequence.

Second, the student can be guided through remedial presentations thatare less advanced or more basic and which may offer context for thepresent situation. For instance, a student who is progressing on thegeneral path, can view the basic page for the present material, and ifnecessary also work backward on the basic level to find a point ofunderstanding from which to once more proceed forward.

In addition, the textbook may offer a glossary of terms with relevantdefinitions as well as a dictionary. In more advanced grades, theglossary may offer the student references elsewhere in the coursework.The electronic textbook may also provide a searchable collection ofcomments that are mapped to locations in the textbook. The electronictextbook may also provide a collection of frequently asked questionswith answers, which may be mapped to particular points in the custom mapwhere students most frequently ask them, and may be brought up for thestudent's consideration during the review process, and may also besearched generally. The electronic textbook may also offer relevantlinks to a web-based knowledge resources such as Wikipedia or otherappropriate web references.

Adjusting the Learning Configuration for Mentor Instructions. In anembodiment, the electronic textbook system can receive instructions orsuggestions that override the configured educational settings determinedby the system. For example, a teacher and caregiver in mutual agreementmay either give an instruction to the system or recommend to the systemthat the student is ready to move up from general to advanced level, orthat a young student should move up from pure audio content presentationto simultaneous audio and visible text presentation, or that a studentis ready to freely navigate the entire custom map of the course.Alternatively, the teacher and caregiver in mutual agreement may suggestthat at present the student is easily distracted and either give aninstruction to the system or recommend to the system that for the timebeing the student should focus entirely on content and not use ViewAhead or Path Taken displays except when choices are being presented.

The electronic textbook system can implement these instructions asreceived or at a later date, such as after the impact of theinstructions has been assessed. The system can also request clarifyinginformation such as whether the instructions are in response to a faultyassessment of the student by the system, or alternatively result from arecent change in the student's situation, in order to improve assessmentaccuracy.

FIG. 22 illustrates how the interactive user interface may display thegallery 1950 when the user proceeds there after completing problem page1926. In the gallery 1950 the student is invited to choose among fouroptions displayed in the four quadrants (2201, 2202, 2203, 2204) of theGUI. At the top of each quadrant is a brief recommendation from thesystem. The textbook's first recommendation appears in the upper leftcorner, and other options are shown from left to right and top tobottom. The four optional paths are as follows: In quadrant 1, 2201, (1)“Review highly recommended”: This is the first recommendation becausethe uncompleted problem page has not been resolved and the system'scalculations have determined a remedial path that is likely to lead tosuccess. When selected, this panel offers a brief summary of the review(“Return to further review and remedial instruction for the uncompletedproblem page 1934”). If the user selects this, a vestibule appears thatoffers further guidance to the explain the path, and guides the studenton a click enabled route among test your skills questions associatedwith the pages displayed in this panel that eventually takes the studentback to problem page 1934. In quadrant 2 2202, (2) “Transition toadvanced”: Alternately, the textbook advises the student to continue onthe advanced level despite the difficulty with 1934, starting from topicpage 1935 and problem page 1936 which came before the gallery 1950, andthen continuing from 1937. This option is offered because of thestudent's good performance on the Question Cascade and the solid basisfor further study the student established there. If the student selectsthis, a vestibule appears that offers guidance and gives the student theoption of first completing the general level pages 1937-1940 beforereverting to the advanced level. In quadrant 3 2203, (3) “Try out theexcursion”: The student has qualified for the excursion through1941-1944 as described above. This excursion is an instance of aninnovation, which takes the student to another area in the custom mapthat is logically connected to topic 22. However, this is not highlyrecommended because the student has lost a little time working withremedial materials, and because it may distract from the transition toadvanced level which the student has been preparing for. If the studentdoes choose this option, when the excursion is complete the student willbe offered a vestibule in the form of a custom junction in which tochoose between returning to general level or transitioning to advancedlevel. In quadrant 4 2204, (4) “Continue on general level”: This optionis not recommended because the student can succeed at a higher level.

Quadrants 1 and 2 (e.g., 2201, 2202) may be examples of the system'sability to compose transition content according to the student'scircumstances. Each panel offers a description of the option andexplains why it may be a good choice and further offers a graphicdisplay of the path. Quadrants 3 and 4 (e.g., 2203, 2204) may beexamples of standard options built into the textbook, which offergateways to vestibules in the custom map. As explained in the paragraphabove having the heading “Vestibule,” after making a choice at ajunction, a student may be presented with a vestibule which may presentsuch features as a preparatory test of skills and knowledge or a problempage or alternatively invite the student to pause and reflect. Avestibule may show a map of the path ahead and/or describe what thestudent will learn and how that knowledge will be useful. A vestibulemay appear as a node or as an icon attached to a connector in the custommap. In the latter case, the vestibule may appear as content attached tothe connector that leads from the point where the choice was made to thefirst page of the chosen option. When the student is navigating throughthe content layer, vestibule content shows up as a content page as theroute is being traversed. When the student navigates the custom map,vestibule content is accessed by selecting the connector to which it isattached or alternatively jumping ahead to the subsequent node.

In this example, the student chooses not to go back immediately tocontinue remedial instruction, and instead chooses option (3). In doingthis, the student ignores recommendations from the electronic textbook.The teacher and caregiver had earlier entered user requests for systemnotification when the choice is made, hoping instead for a selection ofoption (1). As illustrated in FIG. 23, when the notification reachesthem, they immediately begin to exchange comment messages. Each messagein their dialogue receives the attributes of sender(s), recipient(s),owner(s), creation time, subject, and relevance to a location orlocations in the custom map. In this case the subject is “personalsupport.”

The messages may reside in the library of the student's device and/ormay reside in one or more backup locations. The messages are securedwherever they reside. The teacher and caregiver each make use of theirpersonal accounts associated with the student's electronic textbooksystem account to access the comment system, read and edit comments, andoperate display tools and view messages on this subject. They may worksimultaneously with one another and/or simultaneously with the studentwithout causing any interference with one another's efforts orcompromising security. They may have access to collaboration tools thatpermit both of their shared inputs to appear simultaneously on both oftheir device displays.

The interactive interface system may support at least two ways todisplay the comment dialogue in relationship to the custom map. Thedialogue can be overlain on the custom map as comments linked to nodesand/or connectors, or the comments may be displayed in chronologicalorder with a link to the corresponding custom map nodes and connectorsattached to each one. FIG. 23 shows these alternate GUI modes fordisplaying an example dialogue.

Upper panel A shows comments linked to elements of a custom map, andlower panel B shows comments in a chronological order with links leadingto these same custom map elements. In this example, the student was inthe classroom when he failed to succeed with 1934 for the second time.Both privileged users were promptly notified. The teacher was unable torespond to the notification immediately, and the student did not ask forhelp. The student's mother received the news right away and wasconcerned. That evening she talked to the student and was able to gaugehis feelings and state of mind. The student did not have a clear ideaabout what had happened and was reluctant to talk about it. The studentappeared to be a little upset and worried. The mother messaged a commentJ1 to the teacher about this, linking it to the 1934 node. After thefailure, the electronic textbook system recommended review and remedialwork. During class the next day, the student considered thisrecommendation and did not accept it; instead, the student chose toreturn to the general level to complete 1925 and 1926. Both privilegedusers were again notified, and this time the teacher was able to meetwith the student soon after the student made the choice. The teacherasked if the student would like to talk about the recommendation, andthe student said no. The teacher messaged a comment J2 to the effectthat the student seemed defensive, linking it to a connector betweennodes 1925 and 1926. The student's mother had a warm talk with thestudent later that day, but the student did not bring up the course, andlater she sent a comment message J3 to the teacher reporting that thestudent was firmly committed to the choice, linking the message to aconnecter between nodes 1926 and 1950.

The third notification came the next afternoon when the student wasstudying at home. The student rejected the recommended options ingallery 1950 and instead chose to try out the excursion on theinnovation path beginning with vestibule 2340. The student's motherreceived the notification and went to the student right away. She satdown next to him and watched as the student worked. She spokesupportively as the student worked through 1941 and 1942, and thestudent visibly cheered up. That evening she messaged J4 the teachersuggesting that the solution for the difficulties the student wasexperiencing was for one of them to be present in the same room wheneverthe student was making a choice in order to talk about the choice withthe student while the student was making up his mind. She offered toprovide the support herself during the student's homework sessions. Shelinked the comment to a connector between nodes 1942 and 1943.

The teacher sent a comment reply J5 agreeing to the proposal andoutlined a personal support program for the student, linking the commentto the same connector between nodes 1942 and 1943. The teacher alsoattached system documentation that explained that the electronictextbook system could hasten or slow the student's work progression asappropriate. This could be applied to arrange for the choices to come upwhen the student was likely to be studying at home or likely to be inthe classroom. The system would also notify mother and teacher inadvance of the probable time when the choice point would be reached. Thesystem would also bring up the choice page for the two privileged usersto view and talk over beforehand. Also, the interactive user interfaceallows teacher or caregiver to provide in advance comments upon thechoices that are presented to the student along with the choices. Also,with the authorization of both teacher and caregiver, the electronictextbook system permits changes to the nature of the choices actuallypresented, for example by removing or adding an option, and/or editingthe choice descriptions. The caregiver agrees in message J6, linking thecomment to a connector between nodes 1943 and 1944. Further, both theteacher in message J5 and caregiver in message J6 agree that allmessages on this subject are jointly owned by both of them, and that nomessage will be shared with the student or anyone else in the absence ofmutual agreement to share. They agree that the personal support projectwill become a part of the student's course records. They also agree toselect the option to display by default the personal support projectcomment marker flags when viewing the custom map.

The teacher, in message J7, reports that the controlling entries havebeen entered into the system such that the student will be taken to theremedial option (1) when the student completes the excursion, but thatthe student will be diverted in other projects so that this notificationwill be postponed until the caregiver is present with her child. Theteacher links this comment to the same connector between nodes 1943 and1944. The teacher also sends additional system documentation thatexplains that the personal data about the student assembled by thesystem is strictly confidential and securely protected. In anembodiment, the information may be owned by the caregiver or the studentor both, and visible to the teacher only with the approval of the owner.

Several capabilities of the electronic textbook system may contribute tothe personal support project: Notification: The system tracks theperiods of activity of the student user and the student's progressionover successive pages and connectors and within individual pages andconnectors. The system can provide a real-time dashboard that showsprogression to a privileged user and can notify a privileged user aboutsignificant events. For example, both privileged users were notifiedabout four key events beginning with the student's second failure withadvanced problem page 1934; Monitoring Status: In an embodiment, sensorsin the system may monitor multiple quantified aspects of the student'spersonal status and learning status. The system may offer measurescalculated based on the values of these aspects that represent wellrecognized mental states such as anxiety, distraction, inaction, hasteand sleepiness. A privileged user may specify threshold values for a setof these measures and/or other measures specified by the user andreceive notification whenever a specified value is exceeded. The ongoingvalues of these aspects and measures may be recorded as an element ofthe student's personal information, for subsequent analysis whenwarranted; Scheduling: The system can influence the student's schedule.Progress may be hastened by encouraging the student to complete a taskor focus on mandatory work. Progress may be slowed by encouraging thestudent to have a break or undertake a test your skills page or chooseamong optional pages to view; Authenticated Validation: The systemroutinely tracks user inputs and recognizes users and this also has thebeneficial effect of authenticating users. The system can additionallydeploy multi-person validation to reach consensus among two or moreusers and affirm consensual decisions. The student, teacher, caregiver,other mentors, and other privileged users such as fellow students andfriends with whom the student shares information can take advantage ofthis feature. Adjusting the Learning Configuration for Mentor'sInstructions: The electronic textbook system models the student'slearning styles, learning capabilities and preferences, and makes use ofthese models to adapt the learning configuration for the benefit of thestudent. The system can impose restrictions on this process in order toimplement instructions received from privileged mentors such as teacherand caregiver. For example, restrictions may take the form of modifyingparameters in the student's learning styles, capabilities or preferencesthat influence the system's calculation of the learning configuration.Alternatively, restrictions may take the form of specifications for thelearning configuration itself that restrict the range of alternativesthat the system can consider when calculating the configuration.Instructions received and restrictions imposed are recorded in thecomment system. In the present case the first solution of modifyingparameters turns out to be sufficient: a single adjustment to thestudent's learning styles and a single related adjustment to thestudent's learning capabilities suffice.

Facilitating System Improvements and External Learning Inputs

As explained in the paragraph above having the heading “Self-CorrectingPaths: Fixed Thresholds,” the author or publisher or other agency maycollect population data across some or all students on students'traversal choices in order to determine whether recommended paths shouldbe adjusted. As explained in the paragraph above having the heading“Self-Correcting Paths: Adaptive Thresholds,” additionally populationdata on each student's performance subsequent to path recommendationsmay be collected and examined in the context of performance prior to therecommendation, to determine whether criteria applied at the time ofpath recommendations should be adjusted. To protect student privacy inthese cases, each student's data may be transmitted to the populationdataset anonymously, for example pseudonymized, preferably without anyway to trace the information that has been released back to the student.This can be accomplished by assigning to each student a unique andpermanent confidential identifier such as a uuid, which is used solelyto identify that student in anonymous data, and is never used in anymanner that might be traced back to the student. The uuid is hiddenwithin the student's personal data in the system, and is accessible onlyfor anonymous disclosure.

As described in the paragraphs above having the heading “CommentSystem,” some form of comments, when collected across an extensivestudent population, may be useful information for system improvements.The electronic textbook system can collect user comments in templatesthat structure the information entered (as if filling out a form.) Suchcomments can offer feedback to the author and information for otherstudents in the form of ratings on electronic textbook features andresponses to questions asked by the author in an accompanying comment.Student comments can also contribute to a systematic effort to linklocations in the textbook traversal with relevant information on the webthat is appropriate for the student population. For example, asdescribed in the paragraph above having the heading “Urgent Need,” itwould be extremely helpful to expand the student user's access beyondtextbook contents to closely related and suitable material on the webrelevant at any particular point in the textbook. Comment templatesdrawn up with the advice of one or more search providers, supplementedby a student option to perform optional web searches at that point, canhelp to determine priorities for suitable web links to offer to thestudent population and productively embed the electronic textbook in theworldwide web. To protect student privacy in this application, which isparticularly vulnerable to disclosure because a student's web searchesmay be initiated from the student's own device or family device, itseems essential for the electronic textbook system to serve as anintermediary, aggregating the population of comments and sending themforward, compartmentalized according to individual students and linkedto their positions in the textbook, but subject to the requirement thatstudents remain anonymous and unidentifiable. (This is in stark contrastto students' sharing of comments with other students, where, in anembodiment, students who share comments may be required to identifythemselves.)

In some embodiments, the system may centralize student data anonymouslyin order to build up population data for pre-arranged systemadaptations, research or further improvement of the system. For example,researchers may wish to associate confidential personal data in theelectronic textbook system with external measures of studentperformance, such as standardized examinations. Associating confidentialelectronic textbook information related to performance and learningstyles with test results in a statewide or national examination mighthelp to evaluate the electronic textbook system and potentially improveit. Since external measures are matched to individual student users ofthe electronic textbook system through student identities, exportingmatched confidential information identified in this way would breachsecure confidentiality. Instead, matching and subsequent study of thedata should take place in an anonymous setting wherein identities havebeen entirely erased. This could be accomplished within theadministrative capabilities of the electronic textbook system, or by atrusted third party, through a three-step procedure: first, matchexternal identifications of students with system identifications;second, for those students with a confirmed match, compose a bundlecomprising both system information and external data from which anyidentifying information on both sides has been removed; and third,export the anonymous bundle for research study at a population level inan anonymous or pseudonymized setting.

In some embodiments, the electronic textbook system may be configured toreceive learning configurations and/or customized instructions andmaterials for individual students. The system may accommodate inputsfrom external guidance systems concerning transitions and innovationsthat are targeted for individual students based upon their personaldata. Third parties may craft superior elements, such as improvements incommunications between system and student, that are calculatedexternally based on personal student information within the system towhich approved methods are applied, and then fed back into the system asa supplementary factor in student guidance. There may be differentguidance systems for various ranges of student capabilities. Authors mayexperiment with revised guidance systems in preparation for a revisededition. Educational authorities may take an interest in guidancesystems. Artificial Intelligence may be applied to individual data insearch of optimal guidance strategies. In any of these circumstances, inaddition to the risks to the security of the individual student'spersonal data already addressed above, the security and privacy of theelectronic textbook system may be threatened and even the integrity ofthe system might become vulnerable. It may be essential for the systemto provide an intermediate workspace housed in a distinct knowledgebase, like an anteroom or sandbox, wherein an image of the student'sindividual and operating data is available but all informationsuggestive of the student's identity has been expunged and whereinspecialized software exports necessary information to the externalsystem and imports suggested material from the external system, reviewsthe suggestions within the context of the student's present situation,and whenever suitability is not in question, submits it to theelectronic textbook as a substitute for—or an addition to—material inthe area of visibility, accessibility and permissions or other areas asappropriate.

Ultimately all of this might mature into personalized support algorithmsfor individual students and a general adaptive feedback system fortextbook implementation improvement.

Security and Coordination Based on the Custom Map

Compact and Sufficient Secure Encoding (CSSE). The terms used in thedesignation “Compact and Sufficient Secure Encoding” (CSSE) define itsfunction. It is “compact” so that it can be quickly communicated orshared and quickly decoded. It is “sufficient” in that it specifies aparticular item that belongs to a particular class or type, and issufficient to fully specify the unique qualities of that item of itsparticular type. It is a full specification, not an approximation. It is“secure” in the sense that it conveys information reliably withoutobviously disclosing it. It is an “encoding” in the sense that it isencrypted or otherwise encoded so that it cannot be interpreted withoutaccess to a key to the encryption or coding.

The CSSE may be self-sufficient in the sense that it is not a label orpointer to a complete description elsewhere, but rather an encoding ofthe complete description and its content, and is therefore actionable initself. Alternatively, it may also hold a pointer or set of pointers toinformation stored in a knowledge base about the class or type, andencode the location or multiple locations of the specification. The CSSEsystem serves to compactly record a unique instance so that it can besubsequently recovered. A CSSE may correspond to an “informationstructure” for the class or type to which the item belongs, whichcharacterizes the attributes of the item in an intelligible way. A CSSEis calculated and encoded on the basis of information in such an initialinformation structure of that particular type, and then when the CSSE issubsequently decoded in order to be applied, the decoded values fill inan information structure of the same type containing values identical tothe initial encoded values.

In several areas such as personal information, system information,operations, and items with families of instances such as flexiblyrendered versions of the same page, the system may rely onparameterization to uniquely identify a unique instance of theinformation structure and to encode that securely, sufficiently andcompactly. The CSSE system can record information. Its primary functionis to support communications, such as communication between devices,communications between different modules of a system operating on thesame device, or a combination of these two. In general, theparameterization differs from one information structure to another andis dependent upon the class or type. The secure encoding system, bycontrast, may be general and may apply to all forms of parameterization,regardless of the type or class.

For example, the meaning of a CSSE for a student's traversal thus far inthe course, as it might apply to a student approaching the twenty-ninthcontent page at the general level, may be represented quite differentlyfor different students. A student who had proceeded on the generallevel, completing every content page and problem page through the twentyeighth topic, may have a brief CSSE interpretable as “general levelcompleted routinely from inception to this point.” A student who hadgenerally proceeded on the advanced level through topic 29 and completedall topic and problem pages, and who had also visited and completedgeneral level topics and problem pages for five earlier topics and wasin the process of beginning the same thing now with topic 29, might havea CSSE interpretable roughly as the description in this sentence. On theother hand, a student who had generally stayed on the general level,sometimes failing to complete problem pages, and who had consulted basiclevel material and various remedial resources often on therecommendation of the system, and who had previously failed to completetopic 29 at the general level and then continued successfully on thegeneral level to topic 35 and was now returning to attempt topic 29again, may have a CSSE that specified one by one in sequence all thepages visited by the student in traversal order, together with theirstate of completion, up to the present.

A CSSE can be used to record a particular instance of a family of items,for subsequent application when the family is again evoked and that sameinstance of the family is again required. This method is used, forexample, when a flexible rendering of a page that offers a family ofpossible representations was presented during an initial traversal andis subsequently presented again when revisiting that page whilereviewing material or retracing the path taken. In this case, the CSSEfor that page specifies one of a class of renderings for that page, andthe exact CSSE that was used is recorded as a hidden property of thesystem's presentation of the traversal. For example, in the case of aword problem in a math course at the elementary level that concerns therate of filling of a cylindrical tub, the wording of the problem and theimage depicting the situation might both be adjusted in the renderingaccording to a set of parameters such as the rate of flow, the depth ofthe tub, the surface area of the tub, the amount of water the tub holds,the level to which the tub should be filled and the correct answer tothe question about the time required for filling. In this case there aresix numerical parameter values including the correct answer, and theCSSE could simply identify the family and hold these six values.

Directed Graph Visibility/Accessibility and Security System. Eachstudent can proceed through the textbook by traversing a series of nodesand connectors. The traversal is a record of the student's activities.It is important that the traversal accurately represents the student'slearning and accomplishments during the course. The student should besupported so as not to damage the traversal by becoming confused orgetting lost and consequently making random excursions. Users of thestudent's account other than the student, such as other family membersor friends, should not be able to confuse the student's traversalthrough their own activities with the textbook or by editing the recordof the traversal. If the student's device is lost or stolen, and anotherperson obtains possession of it and gains access to the account, itshould be impossible for that person to harm the traversal or preventthe student from continuing the student's own traversal on anotherdevice. If a hacker somehow gains access to the device, the sameprotections should again protect the student's traversal and otherprivate information from the hacker.

The student's confidential information can be protected from access byanyone who lacks privileges, and no such information may be exposed toany searches lacking proper permission. Similarly, if the student showssomeone else the student's classwork in the system, the student'sconfidential data may not be casually exposed to the view of a personlacking privilege and instead should be hidden.

A non-student user registered in association with the student's accountcannot participate directly in engagement with active content orreceiving credit for performance, except to the extent approved byadministration when needed to support the student's interactions withthe textbook. Inputs of any kind at any time that are not received froma person recognized at that time by the monitoring and recognitionsystem are unacceptable and prompt the system to seek credentials fromthe inputting user and take immediate precautions to restrict the inputflow and potentially initiate an investigation. As introduced in thesection above having the heading “Activities on Textbook Pages,” inaddition to (1) experiencing the material on the page, the student can(2) navigate between overlay view and content view of that page, (3)enter a comment, (4) use search and glossary, and (5) navigate to thenext step of a recommended path or an optional path offered by thesystem. These five “general features” are generally available to thestudent at all pages visited. Two further activities, “authorizedfeatures,” by contrast, are normally available when the student arrivesat a page while pursuing a route recommended by the textbook, butotherwise may not be permitted: (6) Engage with interactive content and(7) Credit performance based on interactive content to courseperformance. And two other activities, “authorized transition features,”are generally permitted at a junction page or during a transition orwhen considering a choice, but may not be encouraged when the student isnot following a sequence of connected pages or not following arecommended route: (8) Use information tools relevant to navigation,such as Index or global view, that extend beyond the range of view aheadand path taken view and (9a) use the course navigation system tonavigate to connected locations and (9b) continue to navigate beyond thefirst page reached in that way.

In order to implement these rules, and more broadly in order to securethe student's traversal record in the context of system recommendationsand support the system's efforts to guide the student effectively, thestudent's traversal may be permanently recorded step by step in a robuststorage mode such as a blockchain.

All connectors and nodes in the custom map have unique identifiers, andany extensions to the custom map, as described in the section having theheading “Extensions in the Textbook,” can be likewise assigned uniqueidentifiers as the custom map is extended.

The traversal record and custom map may together fully specify thestudent's participation. This information may be securely stored withinthe system's knowledge base, and the image of the traversal history inthe student's personal information is updated step by step as thestudent proceeds.

The user's right to make a requested transition from one item to thenext requested item can be determined by the user's permissions. In thecase of a student user, the student's right to make a recommended movecan be determined by current accessibility status which in turn dependson individual information of several kinds. As explained above, invarious circumstances the student may make a general transition that isnot specifically recommended, and this general permission is granted inorder to provide open access to relevant topics. When a student is notfollowing a recommended route, authorized features and authorizedtransition features may not be available at the current page. Thestudent may eventually need to return to a recommended route and canreturn automatically to the starting point of the excursion at any time,but until then the student still has access to general features on thecurrent page and can, for example, continue to pursue and examine searchand glossary references within the textbook.

The control of user access to shielded categories can be implemented byknowledge base availability. For example, a student's comments canreside in a distinct knowledge base, which is visible only to thestudent and to others who have been granted permission. The student willsee these comments linked to the nodes and connectors where they werecreated or to which they pertain, but, for example, a parent viewing anentrained version of the display would see blank spaces in the locationswhere the comments are displayed unless the student has shared thecomments with the parent.

Calculation of a user's permission for a given transition as well as theuser's status with regard to activities on a page can be determined bythe user's permissions and the CSSE for the current status of the user'straversal. The calculation can become more complex if the student hasmade frequent excursions into non-recommended pages and/or has sometimesfailed to complete pages or to perform well, because in these cases thefull histories of traversal and recommended traversal options may needto be assessed in connection with other resources such as learningcapabilities and performance records in order to assess the currentsituation.

The following personal information regarding or related to the studentcan be mapped to the student's traversal: (1) The traversal itself,recorded as a series of join lock events and connectivity operations;(2) Communications with the textbook system, including traversalrecommendations received and comments exchanged; (3) Student status inrespect to prior recommendations received as well as prior goals andwrappers formulated by the student; (4) Visibility, accessibility andpermissions as of each point in the traversal; (5) Navigation choicesoffered to the student during content layer and overlay layer navigationand choices made; (6) Interactions with pages and connectors, includingcompletion, and interactions with questions and problems on the pagesuch as answers submitted and feedback received; (7) Visitation andcompletion status for all pages and connectors along with measuredperformance on each question or problem on each page and connector; (8)Comments made and comments received; and (9) Participation recordslogging intervals of activity and participation along with accompanyingcircumstances.

The system can also calculate descriptions of current conditions thatare decision-relevant based on the information above. This summaryinformation at the present time can also be mapped to the student'straversal. In an embodiment, as described in the section having theheader “Adapting the Learning Configuration to Performance andPreference,” this information falls into the following categories:Learning capabilities, Performance capabilities, Learning styles andpreferences, Goals and wrappers, Linguistic and logical skills andknowledge, Speech and composition, and Device engagement. These summarymeasures are circulated for distributed calculations and recorded.

The system can implement visibility, accessibility and permissionsduring the student's progression through the material, as described inthe paragraphs having the heading “Visibility, Accessibility andPermissions.”

The system has the following characteristics: (1) The system isapplicable to a collection of information nodes and connectors, whichmay be represented in a directed graph or in a similar graphicstructure; (2) A node can be reached only by means of traversing aconnector or by a “connectivity operator” such as a gateway, a junctionpage, a search or glossary reference; (3) With the exception of agateway, each connector links two nodes except in circumstances relatedto security where multiple connectors are joined in sequence. A user,such as a person, an entity or a computer program, may have access tothe nodes at both ends of a connector, or to the node at one end but notat the other end, or to neither of the nodes. In the first case, theuser can traverse the connector to proceed from one end to the other; inthe second case, the user cannot traverse the connector to theinaccessible node but the user may be able to view certain details ofthe inaccessible node and certain details of the connector; in the thirdcase, the user has no access to either node and no access to theconnector; (4) Access may depend upon current location: for example, anode may become accessible when the user closely approaches it. (Thismay apply, for example, to the content attached to a node, which becomesaccessible only when the node is reached, or to a sequence of connectednodes which each become accessible only when the previous node isreached.); (5) In some cases, dimensions of permission may includegeneric requirements as well as personal permission, and a user may needto satisfy one or more generic requirements as well as qualify forpersonal permission based on ownership and/or performance or capabilityor sharing. (6) Visibility and accessibility may coincide, or theconditions for the two may differ. A user with comprehensive visibilitypermissions may see a well-formed directed graph, while a user withlimited visibility permissions will only see the visible subset of nodesand connectors; (7) A person may traverse the directed graph within apermitted range, while chaperoning another person or persons who havelesser permissions on an escorted tour. The tour members can see onlywhat is included in their limited visibility permissions. During thetour, the chaperone may selectively activate one or more visibilityexceptions on behalf of the tour members and open up specific elementsfor them to view, without there being any risk that the tour memberswill see other connectors or nodes in the directed graph for which theydo not have permission; and (8) when the electronic textbook isimplemented through this system, one of the features of the system isrecognition of a person's presence, and the system is able to handlethis in different situations in different ways. For example, when ateacher and a student are both present, the system may grant access tothe union of their two permissions, or to the permission set of one ofthem, or to the intersection of their permissions, depending on theinputs received from the teacher or both people.

Calculation Hub. In some instances, an instance of the calculation hubcan operate on each device. The hub on a device can provide oversightfor the system's operations on the local device and manage informationflows and calculation interchanges among modular components on the localdevice. Each hub can also coordinate with hubs on other devices tomanage inter-device communications and calculation interchanges. As thename “calculation hub” suggests, the hub can be at the center of variouscalculations performed by modules. The hub can receive and disseminatetimely information. It can maintain timely information and share itamong modular components, also indicating to any module when any type ofinformation relevant to that module is temporarily in flux and subjectto change in another module. The hub can also reconcile mostdiscrepancies arising from simultaneous independent processing ofrelated information.

The hub can facilitate high speed interaction among the differentcalculation modules and also conduct interchanges with system hubs onother student devices and mentor devices. Modularity can help todistribute calculations between local modules and cloud modules.Modularity can further help to break out dedicated special purposehardware/firmware/software modules for specific purposes, such as audiotranscription, language interpretation and language translation.Modularity can also help to make use of multiple processors efficiently,by distributing to different processors different subsets ofcalculations that can be performed independently and in parallel.Processors may reside on the local device or may operate on otherdevices, such as a classroom device, a collaborator's or mentor'sdevice, or an administrative or cloud server. Local modules can processvoluminous locally generated information, such as processing of speechand—distinct from that—processing various forms of information sensed bykeyboard, screen or microphone or camera in respect to recognizing theindividual and characterizing actions. Modularity can facilitateupgrades that apply to specific modules.

Calculation modules that each control one or a few knowledge baseshousing related information, and that are arranged so that differentmodules focus on different knowledge bases, may be beneficial becausedisruption of any one knowledge base or its network connection can beisolated using the CSSE system so as not interfere with other modules'calculations.

The calculation hub can operate the calculation of the local InteractiveUser Interface GUI display, coordinate the entrainment of the localdisplay to another display such as the classroom display, and manage theentrainment of another display such as a mentor's or a collaborator'sdisplay to the local display.

The role of the hub can be further illustrated in regard to thefollowing five implementations, each of which has been described above.First, managing the student's remote participation in a course or remotecollaboration with a mentor or other students. In this implementation,the hub coordinates the operation of multiple devices and alsocoordinates processes such as communications and interactive userinterfaces that are functioning in parallel on multiple devices and mustbe synchronized.

Second, monitoring inputs and recognizing the user, and making use ofthis information to record the student's participation and detect anymisuse of the system by some other person. This implementation requiresthat extensive databases of personal information utilized in therecognition process reside on the user's device, that other more compactpersonal information resides on the system server, and that the personalinformation must be synchronized at the two locations while extensivecalculations are proceeding on the user's device. The CSSE method can bevery helpful in these first two implementations because of its speed andsecurity, and may be generally employed by the calculation hub in allinter-device or inter-module information transmissions.

Third, coordinating the calculation of personal information and theinteractive user interface display when the student is receivingremedial assistance. As described in the question cascade example, thisimplementation involves calculations that refer to extensive informationrelating to the student's traversal history and learning models andstyles, and involve the Assessment and Traversal Module, Custom MapDatabase, Content Aggregation Module, Content Database and ModelDatabase, Traversal Database, as well as the User Identity Database. Thehub must coordinate calculations that extend across these modules anddatabases in order to adapt the interactive user interface mapconfiguration to reflect the user's performance during remedialinstruction (e.g. a failure to complete a question successfully, as wellas the type of mistake that has been made), and the calculations must becompleted as quickly as possible to minimize unnecessary delays.

Fourth, receiving instructions from a teacher or mentor that modify thesystem's customized learning environment for the student, and arrangingfor a prompt response. This implementation is particularly challenging,because any adaptation to significant information from outside sourcesthat bears upon the student's learning models and styles requiresextensive calculations of the same complexity as the thirdimplementation above, and aligning the textbook's modeling andrecommendation processes with external instructions that override someaspects of the internal process adds further complexity.

Fifth, in an embodiment handling external inputs concerning a customizedlearning environment. As described above, the secure implementation ofexternally calculated inputs based upon confidential personal datainvolves a number of security challenges, entails additional modules,and adds additional complexity to the system's internal calculationswhich must evaluate and adapt to the external inputs, integrate theexternal inputs with internal calculations, and implement the integratedresults.

While preferred embodiments of the present invention have been shown anddescribed herein, it will be obvious to those skilled in the art thatsuch embodiments are provided by way of example only. It is not intendedthat the invention be limited by the specific examples provided withinthe specification. While the invention has been described with referenceto the aforementioned specification, the descriptions and illustrationsof the embodiments herein are not meant to be construed in a limitingsense. Numerous variations, changes, and substitutions will now occur tothose skilled in the art without departing from the invention.Furthermore, it shall be understood that all aspects of the inventionare not limited to the specific depictions, configurations or relativeproportions set forth herein which depend upon a variety of conditionsand variables. It should be understood that various alternatives to theembodiments of the invention described herein may be employed inpracticing the invention. It is therefore contemplated that theinvention shall also cover any such alternatives, modifications,variations or equivalents. It is intended that the following claimsdefine the scope of the invention and that methods and structures withinthe scope of these claims and their equivalents be covered thereby.

1.-18. (canceled)
 19. A system for presenting an interactive graphicaluser interface on a display for navigating an electronic book,comprising: a panorama module, configured to present in a first view (i)a panorama comprising a sequential plurality of features in a backgroundlayer of the first view, and (ii) one or more features, selected fromthe sequential plurality of features, to evoke acute-focus vision, in aforeground layer of the first view, wherein the one or more featurespresented in the foreground layer are enlarged from the panorama in thebackground layer; and a context gatherer module, configured to presentand highlight, simultaneously in a second view adjacent to the firstview, one or more context features selected from a plurality of contextfeatures, wherein the one or more context features correspond to the oneor more features displayed in the foreground layer in the first view,wherein the plurality of context features correspond to intermediaryconnections between the sequential plurality of features in thepanorama.
 20. The system of claim 19, wherein the panorama module isconfigured to present the first view on a first display and wherein thecontext gatherer module is configured to present the second view on asecond display different from the first display.
 21. The system of claim19, further comprising a control panel module configured to display aplurality of sequence events, wherein a sequence event of the pluralityof sequence events corresponds to a feature of the plurality of featuresor a step between two features of the plurality of features.
 22. Thesystem of claim 21, wherein the plurality of sequences are displayed asa tabular grid.
 23. The system of claim 21, wherein the sequence eventcorresponds to a panorama event presented on the first view.
 24. Thesystem of claim 23, wherein the panorama event comprises highlighting ofthe feature in the foreground layer of the first view.
 25. The system ofclaim 19, wherein the sequential plurality of features are furtherarranged in a plurality of clusters of features.
 26. A method forpresenting an interactive graphical user interface on a display fornavigating an electronic book, comprising: (a) presenting, in a firstview, by a panorama module, (i) a panorama comprising a sequentialplurality of features in a background layer of the first view, and (ii)one or more features, selected from the sequential plurality offeatures, to evoke acute-focus vision, in a foreground layer of thefirst view, wherein the one or more features presented in the foregroundlayer are enlarged from the panorama in the background layer; and (b)presenting and highlighting, by a context gatherer module,simultaneously in a second view adjacent to the first view, one or morecontext features selected from a plurality of context features, whereinthe one or more context features correspond to the one or more featuresdisplayed in the foreground layer in the first view, wherein theplurality of context features correspond to intermediary connectionsbetween the sequential plurality of features in the panorama.
 27. Themethod of claim 26, wherein the panorama module presents the first viewon a first display and wherein the context gatherer module presents thesecond view on a second display different from the first display. 28.The method of claim 26, further comprising displaying, by a controlpanel module, a plurality of sequence events, wherein a sequence eventof the plurality of sequence events corresponds to a feature of theplurality of features or a step between two features of the plurality offeatures.
 29. The method of claim 28, wherein the plurality of sequencesare displayed as a tabular grid.
 30. The method of claim 28, wherein thesequence event corresponds to a panorama event presented on the firstview.
 31. The method of claim 30, wherein the panorama event compriseshighlighting of the feature in the foreground layer of the first view.32. The method of claim 26, wherein the sequential plurality of featuresare further arranged in a plurality of clusters of features.